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.
BadgeLAB Leeds was a research and development project which explored how open badges could be used to increase engagement, participation and progression in the arts. The project was run in partnership by ArtForms Leeds, DigitalME and Sheffield Hallam University along with arts organisations and artists across Leeds and took place from September 2014 - March 2015, .
The project was supported by the Digital R&D Fund for the Arts - Nesta, Arts Council England and the Arts and Humanities Research Council.
Passing assessments leads to passing credit-bearing units. Credit for units, where the degree is not completed, usually expires after about seven years. If all units in the the degree are successfully completed, however, the degree credential is valid for the lifetime of the awardee (although registration and continuing professional development may be required to practice).
If the unit assessments focus mainly on acquiring knowledge, rather than its application using other capabilities, then the credential fails to warrant that graduates can demonstrate all the Course Learning Outcomes, including specified capabilities such as communication (in standard English), self-management, teamwork, problem solving.
The emerging concept of digital badges may help solve this societal problem. Digital badges have a wide range of applications, but none is more important than associating people with the knowledge and skills they possess. The short definition of a digital badge is “a validated indicator of accomplishment”. Today a number of emerging developments in this field are paving the way for broad adoption.
New button available for institutions allows alumni and students to showcase their educational accomplishments and bolster the institution’s reputation.
Students are the beating heart of any educational institution – and long after they graduate from a college or university, they remain an important and vital representation of that institution and all it has to offer.
Today, colleges and universities may now invite their graduates to showcase their degrees and certificates on their LinkedIn profiles – all with the click of a button. Through LinkedIn’s “Add to Profile” program, educational institutions can embed a link on their websites and in emails sent directly to graduates.
The emergence of open online learning courses brings in to sharp relief the viability of existing forms of teacher provided formative and summative assessment. For such courses that carry no charge for participation alternative structures for engaging, motivating and sustaining study need to be sought. Badges or similar such visual public symbols that communicate to others a particular quality, achievement or affiliation possessed by the owner may have a role to play. This session will cover some potential social and psychological roles for badges and then report on the reception and use of badges in two 'massive' open online courses delivered in 2013. This will highlight the varied functions badges performed with particular attention to how they may support and guide learning in a 'formative' capacity during a course and the need for effective pedagogic design and alignment of the course badging strategy. This discussion will draw upon data from end of courses surveys that specifically asked about badges, pre-course surveys, and user comments made during the course such as on Twitter.
Badge the World is an initiative that began at MozFest 2013, which seeks to document the many innovative Open Badge projects that are underway throughout the world. We are also interested in creating a community and fostering discussion amongst those involved in Open Badge projects, no matter how large or small or what the project aims are.
All Aboard is a project funded by Ireland’s National Forum for the Enhancement of Teaching & Learning, which aims to identify the wide range of skills and knowledge that students, and all those who work in higher education, will need to feel confident and creative when learning, working and exploring the digital world.
All Aboard is rising to the challenge identified in the national Digital Roadmap of building our ‘digital capacity,’ not just in terms of infrastructure, but also in terms of people, their skills, their levels of confidence and their ability to critique and challenge pre-conceptions.
All Aboard seeks to be a collaborative enquiry that will build on so many excellent examples of high quality research, training and cooperative projects that have gone before us or which are currently underway.
This seminar explored the following questions: What is badging, and how can I use it to warrant learning and motivate higher education students? How do I implement a whole of program approach to badging - in a degree program or an extra-curricular program? How do I implement a whole of institution approach to badging- how to approach policy, change leadership, and professional bodies?
Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.
Keywords: open education; gamification; learning; credentials; badges; education reform
The free social learning platform for children and youth to make and share media portfolios, projects and reports. Safe and easy for schools to blog, connect with students around the world and share video/audio from classroom, home or mobile. We want all children and young people to get their stories heard by a global audience and for teachers, parents and mentors to have the very best tools and support to make this happen.
In the Kantian vein, then, we could conclude that badges without effective learning would be empty, even useless; while learning without a badging system that embeds an assessment capacity capable of motivating further learning—both more and deeper—would be missing an opportunity to draw into the lure of learning some, if not many, of those we otherwise are in peril of losing. And that’s a good, perhaps even in itself.
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