While this block hasn't yet been released, it is a great preview of what's to come when badges can be pulled directly into Moodle and displayed or can be customized by and displayed on a specific site.
Some great work here by Ian Checkland. Read his other posts somewhere else on this Scoopit
Integrate OpenBadges in Blackboard Learn to allow faculty to display student badges from mozilla backpack, allow faculty create new badges in courses, allow students claim badges. A student photo roster will accompany this project, so the facutly can preview not only the faces of students, but badges earned in other classes. This will help faculty to get to know students prior to start of a class and to track their progress in the learning networks outside of the classroom.
"I started by considering the kinds of behaviours we wanted to promote. The key behaviours I identified were engagement, attainment, contribution and peer support...
I wanted to be able to create links across different series of badges, clustering for example, badges issued for peer support in a variety of different contexts...
This process didn’t happen in a linear fashion, I went back and forth, refining, making new connections and finally ending up with the key indicators which will be consistent across all our badges. Once I had this information, I was able to develop graphical indicators that would represent each of the aspects in each badge..."
This article provides an overview of the process I have through developing the information and designs for the Jisc RSC Scotland open badges series.
"The "Moodle as Issuer, Mahara as Displayer" project will integrate Mozilla's "Open Badges" software to issue, manage and display digital badges in Moodle and 3rd party sites such as social media and also eportfolio systems - we'll develop a solutions for Mahara."
I think this sums up well a range of the opportunities and threats open badges present, providing key areas for consideration as a more robust and individualised approach to assessment and credentialising knowledge, skills and achievement moves ahead.
Fascinating article flipping concepts of assessment and what we assess. Downes explores the reasons for plagiarism and cheating in exams and considers the over-arching societal changes that may be required to create the kind of environment that would reduce these behaviours.
In the badge pathways paraquel post we discussed the importance of the whole system and how your badges can coalesce into something greater than its parts. But le...
Thought provoking insights into the types of pathways badge earners might take, which I've been pondering in relation to how I group the badges I will be issuing in the future and how much I set out specific pathways. I tend to err towards a lightweight touch, leaving the control for moving through badge series I've created, to the earner but I can also see situations where I might suggest pathways through certain badges to lead towards a meta-badge - such as one for our Digital Practitioner badges, that could perhaps build up towards gaining an overarching Digital Practitioner badge...however, given that the digital practitioner will always be evolving, is it appropriate to have a badge that says you have cracked it at a given point in time? So perhaps just allowing a user to build up badges under the constantly evolving Digital Practitioner badge series, would be most appropriate... As ever Carla Casilli's blog posts provide lots to think about!
Success and how it is measured continues to be one of the "known unknowns" for MOOCs. Debate (hype) on success is heightened by the now recognised and recorded high drop out rates. If "only" 3,000 registered users complete a MOOC then it must be failing, mustn't it? If you don't get the certificate/badge/whatever then you have failed. Well in one sense that might be true - if you take completion to equate with success. For a movement that is supposed to be revolutionising the (HE) system, the initial metrics some of the big xMOOCs are measuring and being measured by are pretty traditional. Some of the best known success of recent years have been college "drop outs', so why not embrace that difference and the flexibility that MOOCs offer learners?
Well possibly because doing really new things and introducing new educational metrics is hard and even harder to sell to venture capitalists, who don't really understand what is "broken" with education. Even for those who supposedly do understand education e.g. governments find any change to educational metrics (and in particular assessments) really hard to implement. In the UK we have recent examples of this with Michael Gove's proposed changes to GSCEs and in Scotland the introduction of the Curriculum for Excellence has been a pretty fraught affair over the last five years.
In case you missed it, Coursera announced its new Signature Track option for credentialing students (and making money for Coursera) and connecting them to future employers. It's future could be in: headhunting.
This weekend, I attended MozFest at Ravensbourne College in London. It was one of those intense event experiences, where you chat with inspiring people and have your mind stretched with new and exciting ideas.
We discussed areas where badges could add value and then developed the criteria for a specific badge idea. The group I was working with focused on rewarding contribution in an online community and we covered concepts like how to surface that contribution in large communities such as MOOCs or HASTAC, peer voting, data visualisation...
I recently hosted a webinar with Tim Riches, CEO of DigitalMe on the open badging system they are developing for their project based learning programme Supporter2Reporter. It was a fascinating session exploring behavioural design and developing habits of learning.
This post covers work I have been doing recently on developing a badging system for the online courses we run at the JISC RSC Scotland, using the Mozilla Open Badges Infrastructure (OBI). The courses are not formally assessed or accredited so we only issue a Certificate of Completion for successful completion. Much of the course content is created by the learners and it also incorporates peer review so we do also issue a peer award.
We wanted to investigate ways to give the certificate and peer award more impact than just a piece of paper stuck in a drawer...
This post highlights the challenges associated with assessment in the new xMOOCs. It investigates some of the experiences around peer grading in courses currently underway in Coursera and questions the effectiveness of some of the peer feedback models being employed.