A digital badge is an online indicator of an accomplishment or affiliation that contains links that help explain the context, meaning, processes and results of learning engagements.
Badges can be outward or internal facing markers of achievement. When displayed to the world, a badge reflects one’s skills and capabilities; and carries the university’s reputation for quality teaching and learning. When used internally, a badge indicates passing a milestone along a journey toward a goal.
Kim Flintoff's insight:
Curtin University at the bleeding edge of development and application of Digital Badging strategies.
This paper describes a method for studying programs that issue Open Badges to recognize learning. The Design Principles Documentation (DPD) Project followed the development of 30 educational programs that planned to issue open digital badges to recognize “lifelong learning” accomplishment. The DPD Project’s aim was to formulate general design principles based on the practices observed among the 30 research subjects. Analysis yielded 37 principles across four researcher-selected functions of digital badge systems: recognizing learning, assessing learning, motivating learning, and studying learning. This work describes this research methodology and its affordances for uncovering relationships between different elements of badge system design and between those elements and the larger project contexts in which they operate.
This paper introduces LARAe (Learning Analytics Reflection & Awareness environment), a teacher-oriented dashboard that visualizes learning traces from students, badges and course content. We also present an evaluation of the dashboard in a course on Human-Computer Interaction. The LARAe teacher dashboard provides a detailed overview of group and individual activities, achievements and course outcomes. To help visualize the abundance of traces, badges are used to abstract essential aspects of the course such as course goals and social activity. This paper reports our work on LARAe, presents the course in which we evaluated our approach with students and teachers, and analyses our first results that indicate that such an environment can help with teacher awareness.
Curate, Credential and Carry Forward Digital Learning Evidence National Forum was held on 13th November 2014.
On behalf of the Curate, Credential and Carry Forward Digital Learning Evidence project team at Deakin and Curtin University and partners: HASTAC, AAEEBL, CRA, Badge Alliance, ESA, Cisco and Telstra we would like to thank you very much for your attendance and participation at the OLT National Forum on November 13, 2014 hosted at Deakin University, Curtin University, University of South Australia, Queensland University of Technology, University of Wollongong and Catalyst IT.
Thank you to all of our speakers, project partners and to the OLT for their contribution to a very successful week of events and we hope that you enjoyed the forum and related workshops.
The recordings of the keynote presentations at the National Forum can be found here on the project site and flipped content developed by the speakers is still available here.
The following experts graced us with their presence on October 23 (in alphabetical order):
Kim Flintoff, Curtin University, Western AustraliaDaniel T. Hickey, Indiana UniversityApril Moore, Corona-Norco Unified School DistrictDon Presant, Learning AgentsGenevieve Rock, Champlain College CERAC (Center of Expertise for the Recognition of Acquired Competencies)Charles Tsai, Ashoka CanadaJames Willis, III, Research Associate at Indiana University
The diversity of perspectives represented in this panel goes to show badging’s breadth and depth as a central issue. Without being a mere excuse to gather together fascinating people, badges have obvious potential in the development of communities of practice around innovative learning and assessment practices.
The following summary describes the content of the first lab session in English, on badges and learning. This lab was held on October 23, 2014. The second lab session will start at 1:30 p.m. EST/UTC-5 (18:30 UTC) on November 20.
Vitrine technologie-éducation has organized two labs on the use of badges in learning contexts. This lab in English focuses on informal learning while a French one revolves around educational institutions. Each lab involves a set of three online meeting sessions between which participants are encouraged to engage in diverse activities.
Directly or indirectly, the design of badging frameworks draws heavily on concepts from the gaming world, particularly methods of modelling skill advancement and career development. Use of badges in Mahara depends not only on the software to implemen
A growing number of solutions* are emerging for creating, issuing and managing Open Badges. At the moment, I've chosen to work primarily with Open Badge Factory at http://openbadgefactory.com. This page is designed to help newbies navigate Open Badge Factory.
This page is part of a collection exploring Open Badges for different audiences with a global perspective, but always looking for examples in Canada.
Youtopia is an incentive and engagement platform that provides instant access to plug-and-play gamification tools (points, badges, and leaderboards) and powerful analytics. Youtopia is a fun and easy way to inspire users to do more of the work that is meaningful to you; a way to acknowledge that work; and a way to reward them for going above and behind. It's a true classroom management toolkit.
The Badge Alliance, launched at the Summit to Reconnect Learning in 2014, is a network of organizations and individuals working together to build and support an open badging ecosystem, with a focus on shared values including openness, learner agency and innovation.
Built upon the groundbreaking Open Badges work initiated by Mozilla and the MacArthur Foundation, and framed on a constellation model of Working Groups, the members of the Badge Alliance aim to foster and grow the open badges ecosystem in an intelligent, distributed, and sustainable way. The Badge Alliance team is facilitating the work of these groups, layering in more intentionality, accountability and support. Focused on long term goals broken down into 6-month cycles, the Working Groups use different lenses to define their individual futures and actionable goals, and in turn create a cohesive, dynamic open badges ecosystem.
Recent developments with personal learning environments and open online courses have led educators to experiment with opening up their formal higher education courses. In these courses, the online learning activities take place in open learning environments based on various Web 2.0 tools such as blogs. Although this type of courses have a number of pedagogical benefits, they also raise issues related to private grading of students’ works and recognizing the learning of informal participants. This paper presents our exploratory study on addressing these issues by introducing open badges to master’s level course that takes place in a blog-based learning environment. Students’ perspectives on using open badges were evaluated through focus group interviews. The results of the study indicate, that badges could have a potential in formal higher education, if they are used more widely and provide an explicit choice of personal learning paths for learners.
Self-regulated learning (SRL) takes place when individuals plan, monitor and evaluate their own learning experiences. Learning assessment plays a crucial role in this process because it provides an excellent basis for the above three phases of SRL; however, the identification, design and implementation of meaningful assessment activities is not easy and some technological affordances for an SRL-sensitive assessment design still need to be explored. Although Digital Badges are already considered an instrument that could provide good answers to the complex problem of assessment for learning, their potential for SRL support is rather under-explored. This paper puts forward a proposal on the role that Digital Badges can play in supporting SRL. The proposal consists in a “badge ecosystem”, developed for a course on “Scientific Information for Biomedical Research”, aimed at differentiating among different levels of competence to facilitate learners in making better informed decisions on how to go about in their learning process. The conclusions discuss the expected advantages and shortcomings of the proposed ecosystem.
The paper includes some conceptual foundations about badges for learning, as well as an experimental badge system framework that we have been developing to guide badge efforts and explorations. It also ends with a bunch of questions that are still unanswered and can only hope to be answered through on-the-ground badge prototypes and associated research studies, as well as through more discussions with more people. Thus the paper is intentionally approachable and less formal than an academic paper, but is meant to communicate our approach and support others thinking about badges system prototypes, as well as, perhaps most importantly, to put something on paper for people to start reacting to and to get more people involved in the discussions.
ClassBadges is a free online tool where teachers can award badges to students for accomplishments or academic mastery. Through your teacher account, you can award badges customized for your classroom or school. Badges can easily be aligned to academic goals or associated with existing school awards.
Open Badge Factory will help you:Become a trusted badge issuer
When an organization applies for an administrator account in Open Badge Factory, we verify that it is a valid organization and that the person getting a user account belongs to the organization he or she claims to belong to. The badge earners can trust the badge they receive because it is issued by a verified source.
Manage your badges.
You can establish who in your organization is authorized to design and create badges and who has rights to issue your badges. You can manage all your badges in one place, but issue them in different systems (LMS, CRM, HR systems, etc...) using Open Badge Factory's issuer plugins. Organizations can also develop their own plugins easily using the open interfaces of Open Badge Factory.
Track the badges you issued and evaluate their value.
You will be able to generate detailed reports about how your badges have been received, used, seen and ranked by your target groups. These reports will help you evaluate the benefits of your badging activities and improve them over time.
Share badges with your partners
You will be able to publish your badges in the Open Badge Factory Community, share them with other community members and issue public badges created by other organizations. You will also be able to collaborate with other members in the development of wider badge ecosystems, such as for schools or vocational trainingnetworks at a regional or national level.
Businesses want engaged followers and brand ambassadors. Democratic societies need passionate life-long learners. Is gamification the solution for all?
McGonigal states, “Computer and video games are fulfilling genuine human needs that the real world is currently unable to satisfy. Games are providing rewards that reality is not. They are teaching and inspiring and engaging us in ways that reality is not.”
Game-playing inspires “fiero,” the feeling of vanquishing the “dragons” of the 21st century in a virtual world—a reaction that McGonigal describes as “one of the most powerful neurochemical highs we can experience.”
My daily work routine over the past decade has become an increasingly global and collaborative undertaking. As a member of a few of the the Badge Alliance working groups it is gratifying to see such a huge set of outcomes from such a dedicated collaborative.
This collaboratively written document is a product of the Badge Alliance, a network of organizations working to grow and evolve a self-sustaining open badges ecosystem. This document aims to provide a framework for open badges in higher educational institutions.