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.
How can an educator, librarian, or maker create a do-it-yourself badge system? What resources are out there for people who want to build a small-scale badge system?
During this fifth week of June, we encourage you to watch a webinar on DIY badging from the CLTV archives. Badging was a major theme in the Cities of Learning series this month, and this webinar, which features Carla Casilli (Mozilla), Tara Tiger Brown (LA Maker Space), Kerrie Lemoie (Codery), and Lucas Blair (Little Bird Games), highlights the ease with which small-scale badging systems can be put in place. Tune in at 4:00 pm PT on Tuesday the 30th to join in the real time Twitter conversation on this webinar using the #connectedlearning hashtag.
Cities of Learning issue digital badges to showcase participation and accomplishments. Like a letter grade in school, digital badges signify mastery of a skill. Badges store in-depth layers of information – including curriculum, examples of work, and peer assessments – creating a complete portrait of the learner.
Badges also unlock deeper learning experiences by connecting young people to related interests, and are easily shared with teachers, friends, and family via an online portfolio. Some colleges and employers are beginning to embrace digital badges as evidence of knowledge and skills which could help youth access internships, jobs, and school credit in the future.
Badge Labs is a product, services and implementation firm that focuses on catalyzing a new culture of learning, identity and hiring, through digital badging. We are the founders of Open Badges and the Badge Alliance, and bring our expertise, experience and vision to building real products, tools and exemplars that advance the badging ecosystem.
- Learning and experience of all kinds should count towards individual's goals.
- All credentials should be digital, evidence-based and interoperable.
- Granular, verifiable recognition can tell a more complete story about an individual that is relevant for identity, reputation and career purposes.
- No learning experience should occur in isolation, but should be connected to additional learning and opportunity.
- Individuals should control their own data about their identity and skills.
- Required skills and knowledge should be transparent so that learners know what they need to know to achieve certain goals.
What is the definition of identity? There is the self-identity as narrative (Giddens), the identity-through-others (Ronald D. Laing). For Gilbert Simondon it is the result of the process of individuation, while for Edgar Morin our identity is holographic: Moreover, in human beings as in other living creatures, the whole is present within the parts; every […]
Disruptions to the education system and employment sector are changing what it means to acquire knowledge and skills and also how we might credential those accomplishments. Fundamental changes in how we educate people promise to change how we credential learning. At the same time, changes to how we work could alter the value that we place on current credentials, affect how we assess and award credentials, and give rise to new forms, which could in turn have the potential to disrupt the education sector even further
Frame 4: Badges to Develop Lifelong Learning Skills
Frame 5: Badges as DML Driver
Frame 6: Badges to Democratize Learning
Towards an Integrated Frame
Should every badging system aim to address all six frames? Frankly, we can’t yet know. Maybe some combinations will work out better than others. Maybe a combination that works great in one settings will fail in another. We have a lot of experimentation before us, and a lot to learn. So in the spirit of experimentation, perhaps we can presume that all six frames should always be considered, and that, for now, is the most we can expect. Perhaps some day this framework can lead to a spreadsheet, or perhaps an infographic, categorizing projects by which frames they employ.
You may have heard the exciting news that IMS Global, the leading education technology standards body announced today that they are kicking off a new IMS Digital Credentialing initiative. The new initiative will…
“augment current IMS interoperability standards and extend Open Badges as needed to support deeper integration and exchange within extant systems, while exploring new models of badge system design, storage, usage, and evaluation in the institutional context.”
For those of you new to IMS, here’s a bit about what they do from their website:
“IMS’s influential community of educational institutions, suppliers, and government organizations develops open interoperability standards, supports adoption with technical services, and encourages adoption through programs that highlight effective practices.”
This is exciting news for the open badging work, which was incubated initially at Mozilla Foundation and then expanded upon at the Badge Alliance. We’ve been working for years to get the kind of access and influence that IMS can bring to the table, and now we can focus on building the necessary extensions and/or new standards needed to make badges usable and valuable to institutions and employers across the world.
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.
George Washington University, Southern Illinois University and Workcred, a nonprofit affiliate of the American National Standards Institute, are teaming up to build a "credential registry" that would increase the transparency and value of industry credentials and degrees. The registry "will allow users to easily compare the quality and value of workforce credentials, such as college degrees and industry certifications, using a Web-based system with information provided directly by the institutions issuing the credentials," according to a press release. The work recently received a $2.25 million grant from the Lumina Foundation.
The complex world of digital badging is at a turning point. The experimentation of the last decade and frameworks emerging around competencies are starting to show us pathways – both what is and what could be. Below are ten insights we want to share with the larger community as we attempt to merge employer and student design criteria. All of them come from our primary research and design sessions with various stakeholders. Hats off to the many learning institutions and entrepreneurs who have embraced this challenge. You all deserve a badge.
We worked with Michael Amigot at IBL Studios in a previous project to launch the first instance of open badges in Open edX in Lorena Barba's Python MOOC at George Washington University. The code to issues badges is now available at GitHub as an open source tool for those interested in issuing their own Open Badges Infrastructure (OBI)-compliant badges. IBL designed this to be "[a] platform to award your own institution's badges. The badges you create and earn with this server are compatible with the specifications of the OpenBadges project."
Professional Examination Service has issued a white paper, Digital "Badges" Emerge as Part of Credentialing Future, examining the history of how digital badges have been "used to represent accomplishments, skills or knowledge" and how that will evolve in the near future.
Methods of documenting the knowledge and skills of students and employees could change dramatically over the next 10 years, according to a new report from KnowledgeWorks, a nonprofit organization that works with schools and communities to foster personalized learning.
“ The following summary describes the content of the second lab session in English, on badges and learning. This lab was held on November 20, 2014. The third lab session will start at 1:30 p.m. EST/UTC-5 (18:30 UTC) on December 11. 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.”
Via Kate Coleman
This specification describes a method for packaging information about accomplishments, embedding it into portable image files as digital badges, and establishing an infrastructure for its validation.
We start with some term definitions for representations of data in Open Badges. These term definitions appear in the current JSON-LD context (v1.1) for the Open Badges Standard. Status of this Document
This document is an incomplete draft of the version 1.1 update to the Open Badges Specification. It has not yet been approved by the Badge Alliance Standard Working Group and is not the current version. See Version 1.0 for the current version.
IMS partners with Mozilla Foundation to accelerate adoption and interoperability of badges in the education and workforce sectors.
Lake Mary, Florida, USA – April 21, 2015 – IMS Global Learning Consortium (IMS Global / IMS), the global leader in education technology interoperability and impact, today announced the formation of the IMS Digital Credentialing Initiative. IMS Digital Credentialing aims to further the adoption, integration and transferability of digital credentials, including badges, within institutions, schools, and corporations.
IMS will leverage existing experience, expertise and momentum. IMS Digital Credentialing will complement and further IMS’s leadership in competency-based learning, including partnerships with AACRAO and the Competency-Based Education Network (C-BEN) to define extended digital transcript and CBE interoperability. The Digital Credentialing initiative will augment current IMS interoperability standards and extend Open Badges as needed to support deeper integration and exchange within extant systems, while exploring new models of badge system design, storage, usage, and evaluation in the institutional context.
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.
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