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 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.
Higher education is out of sync with its rapidly changing environment. Without quick changes, alternatives will emerge and dominate. The deceptively simple “digital badging movement” can act as a catalyst to accelerate critical changes or can demonstrate to the world that higher education is out of touch and that emerging alternatives are becoming superior
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.
Learning scientists at the University of Notre Dame have found a sweet spot in the pairing of digital badges and eportfolios: the perfect opportunity for students to showcase learning achievements not normally featured in traditional transcripts and student records. G. Alex Ambrose, Professor of Practice and Associate Director of ePortfolio Assessment at Notre Dame's Kaneb Center for Teaching and Learning explains how a new digital badge pilot initiative was the key that opened up these new possibilities for the university's highly successful eportfolio program.
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.
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