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!
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.
My colleagues and I have re-developed our online course on e-Assessment. Called e-Assessment for Learning, it introduces a number of e-Assessment approaches, effective practice and emerging trends. The course takes place over 3 weeks and will make use of a number of online tools, as well as encouraging dialogue and collaboration.
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...
Another useful blog post by Rowin Young from JISC CETIS about an evaluation project at University of Glamorgan that is part of the JISC Assessment and Feedback Programme Strand B.
The project will evaluate variation of adoption of assessment diaries, which were introducted for scheduling and planning assessment, and to deal with assessment bunching. The use of GradeMark will also be reviewed regarding how it might address student dissatisfactions with feedback. The blog post covers some of the benefits the University has already identified through using the approaches and systems mentioned above.