Educational Technology in Higher Education
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Educational Technology in Higher Education
A scoop it magazine focusing on educational technology in higher education.
Curated by Mark Smithers
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Rescooped by Mark Smithers from Educational Technology News
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What if Badges Replaced Grades?

What if Badges Replaced Grades? | Educational Technology in Higher Education | Scoop.it

"The common understanding is that if students work hard in school they earn 'A’s.' For many however, there is a much straighter route to that 'A.' Some of the most creative learners are able to figure out what the course expectations are and do the minimum to meet them, and get the grade they want. The Center for American Progress finds that this is a model for the smartest students who may not be challenged by a traditional high school curriculum. But is there a better way to engage and challenge students in our schools? While much of the attention in education reform discussions is devoted to gamification or game-based learning, is it possible that there is one element that might be the lynch pin to major educational change? What if we just scrap the entire concept of grades and replace them with one gaming element – badges?"


Via EDTECH@UTRGV
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Rescooped by Mark Smithers from Disrupting Higher Ed
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Show Me Your Badge

Show Me Your Badge | Educational Technology in Higher Education | Scoop.it
Information-age credentials may be the first serious competitor to traditional degrees since college-going became the norm.

 

AT the end of “Fundamentals of Atomic Force Microscopy,” a short online course offered by Purdue University, students who score at least 60 percent on the final exam will receive an e-mail with a file attached. It will contain a picture of a blue-and-white circle, roughly one inch in diameter, embossed with the stylized image of an atomic force microscope bouncing a laser beam off a cantilever into a photodiode, which is how scientists take photographs and measure the size of very small (nanoscale) things.

 

The picture is a digital badge, a new type of credential being developed by some of the most prominent businesses and learning organizations in the world, including Purdue, Carnegie Mellon, the University of California, the Smithsonian, Intel and Disney-Pixar. The badge movement is being spearheaded by the Mozilla Foundation, best known for inventing the free Firefox Web browser, the choice of nearly one-quarter of all Internet users worldwide.


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Rescooped by Mark Smithers from E-Learning and Online Teaching
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Six Ways to Look at Badging Systems Designed for Learning | Online Leadership Program

Six Ways to Look at Badging Systems Designed for Learning | Online Leadership Program | Educational Technology in Higher Education | Scoop.it

For over four years, Global Kids has developed badging systems within, after and outside of schools. We are currently designing a badging system for dozens of civic and cultural institutions within the Hive Learning Networks in New York City and Chicago, as well as throughout our organization. We have had a frontline view of the growing interest which has emerged over the past year in the development of badging systems across a wide range of formal and informal learning environments.


Via Maria João, Gino Fransman, Dennis T OConnor
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7 Things You Should Know About Badges

7 Things You Should Know About Badges | Educational Technology in Higher Education | Scoop.it

Badges are digital tokens that appear as icons or logos on a web page or other online venue. Awarded by institutions, organizations, groups, or individuals, badges signify accomplishments such as completion of a project, mastery of a skill, or marks of experience. Learners fulfill the issuer-specific criteria to earn the badge by attending classes, passing an exam or review, or completing other activities, and a grantor verifies that the specifications have been met and awards the badge. Numerous groups, organizations, community projects, and web entities currently issue badges, and they are gaining currency in higher education as well. Although many details remain for badges to be broadly accepted, they represent a different approach to credentials, one that places the focus on individual students and their learning accomplishments.

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Rescooped by Mark Smithers from Corridor of learning
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Open Badges Elevator Pitch v0.2

Another attempt to explain Open Badges (http://openbadges.org) quickly whilst retaining some nuance. Things I missed out: - Badge backpacks - Details about t...

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How to make #openbadges work for you and your organisation.

How to make #openbadges work for you and your organisation. | Educational Technology in Higher Education | Scoop.it
“Hi, I’m Doug Belshaw, Badges and Skills Lead for the Mozilla Foundation” “Oh, so you’re the guy heading up all of the badges work? I really like what I’ve seen ...
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Critical Technology: Open Badges, LRMI and OER

Critical Technology: Open Badges, LRMI and OER | Educational Technology in Higher Education | Scoop.it

Over the last few months I have immersed myself in Open Badges. As I explore this technology I can't help but reflect upon my past experiences as an educational technologist, software developer, OER content creator, project lead and solutions architect. And yes, all these apply as I fold LRMI into the mix.

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Who Will Benefit from Badges (and Other New Forms of Credentialing)?

Who Will Benefit from Badges (and Other New Forms of Credentialing)? | Educational Technology in Higher Education | Scoop.it

A number of initiatives and startups are hoping to offers ways to give people some sort of formal(ized) recognition for their informal learning – or at least for the skills they possess for which they don’t have official diplomas or degrees. Among them: Mozilla’s Open Badges project, the social endorsement site Skills.to, the soon-to-launch Degreed, and the open-to-the-public-just-today LearningJar.

Read more: http://www.insidehighered.com/blogs/hack-higher-education/who-will-benefit-badges-and-other-new-forms-credentialing#ixzz1zc0Dm41z
Inside Higher Ed

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More on Badges and Assessment

With apologies to psychometricians who may read, let me set some vernacular context for additional thoughts (prompted originally by Dan Hickey‘s, and then Alex Halavais’, writing) regarding my own thinking on badges and assessment.

It is beyond argument that we cannot crack open a learner’s head, insert a magnifying glass, and make direct, error-free observations of what the learner “knows.” Since we can’t actually take a “direct” measure of what someone knows, we collect evidence that allows us to increase or decrease our beliefs about the likelihood that they know, or are able to do, something.

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