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OER & Open Education News
A place for OER news and resources curated for oerresearchhub.org
Curated by Robert Farrow
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Re-mediating Assessment: Intended Purposes Versus Actual Functions of Digital Badges

Re-mediating Assessment: Intended Purposes Versus Actual Functions of Digital Badges | OER & Open Education News | Scoop.it

Via Leigh-Anne Perryman
Robert Farrow's insight:

This post aims to add the category of badge functions to other badge taxonomies like the one by Carla Casilli.  It argues that the essential function of badging is to recognise or accredit learning; that assessment is probably supported; that badging is likely to improve motivation; and that there is a potential for evaulating and researching learning through badges.  The extent to which motivation is supported seems to be the most contentious issue, though it's not clear whether the author thinks the value of badges stands or falls with this.

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Leigh-Anne Perryman's curator insight, February 22, 2013 5:08 AM

A very informative and comprehensive blog post by Daniel T. Hickey, Associate Professor of Learning Sciences and Research Scientist at the Center for Research on Learning and Technology at Indiana University. Daniel discusses the possible difference between the intended purpose and actual function of digital badges, making reference to theories of assessment and related research.

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U.S. Department of Education: Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics

In data mining and data analytics, tools and techniques once confined to research laboratories are being adopted by forward-looking industries to generate business intelligence for improving
decision making. Higher education institutions are beginning to use analytics for improving the
services they provide and for increasing student grades and retention. The U.S. Department of
Education’s National Education Technology Plan, as one part of its model for 21st-century
learning powered by technology, envisions ways of using data from online learning systems to
improve instruction.


With analytics and data mining experiments in education starting to proliferate, sorting out fact
from fiction and identifying research possibilities and practical applications are not easy. This
issue brief is intended to help policymakers and administrators understand how analytics and
data mining have been—and can be—applied for educational improvement.


Via Andreas Link
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luiy's curator insight, January 27, 2013 2:34 PM

INDICE

 

List of Exhibits .............................................................. iv
Acknowledgments .......................................................... v
Executive Summary ............................................................vii
Introduction .......................................... 1
Personalized Learning Scenarios ........................................... 5
Data Mining and Analytics: The Research Base ............................. 7
Educational Data Mining ............................................... 9
Learning Analytics................................................................. 13
Visual Data Analytics........................................ 15
Data Use in Adaptive Learning Systems ...................... 17
Educational Data Mining and Learning Analytics Applications ....... 25
User Knowledge Modeling ......................................................... 28
User Behavior Modeling ............................................................ 29
User Experience Modeling ........................................................... 30
User Profiling ........................................................................ 32
Domain Modeling ...................................................................... 33
Learning System Components and Instructional Principle Analysis....... 34
Trend Analysis ............................................................................ 35
Adaptation and Personalization ........................................................ 35
Implementation Challenges and Considerations ................................. 37
Technical Challenges........................................................................ 38
Limitations in Institutional  Capacity................................................... 40
Privacy and Ethics Issues ........................................................ 41
Recommendations ............................................. 45
Educators ...................................................................... 46
Researchers and Developers ...........................................49
Collaborations Across Sectors .........................................50
Conclusion .....................................................................51
References.................................................................... 53
Selected Reading........................................................... 59
Selected Websites ........................................................ 63

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Daniel Hickey: Intended Purposes Versus Actual Functions of Digital Badges

Daniel Hickey: Intended Purposes Versus Actual Functions of Digital Badges | OER & Open Education News | Scoop.it

"One of the questions about badges that came up seems like a crucial issue as we grapple with different ways of characterizing and describing badges.  This post aims to add the category of badge functions to other badge taxonomies like the one by Carla Casilli."


Via Andreas Link
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Justin Marquis: What if Badges Replaced Grades?

Justin Marquis: What if Badges Replaced Grades? | OER & Open Education News | Scoop.it

"While there is some legitimate criticism of the random application of limited  gamification elements in traditional educational settings,  perhaps this is one possible exception to that rule. Considering a switch from  traditional letter or percentage grades to badges signifying achievement could  open up many possibilities for a more fine-grained tracking of student  progress, address some of the criticism regarding schools not teaching concrete  skills, and motivating students to learn."


Via Andreas Link
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(Open) Badging courses created by the community | JISC RSC Scotland e-Assessment

(Open) Badging courses created by the community | JISC RSC Scotland e-Assessment | OER & Open Education News | Scoop.it

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...


Via grainnehamilton, Andreas Link
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Pauline Farrell's curator insight, June 19, 2013 9:00 AM

anther one worth tracking over the next 6 to 12 months