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DisCo 2013: Štogr - Identity Building Through Gamification And Digital Badges
 

DisCo 2013: Štogr - Identity Building Through Gamification And Digital Badges

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The lifetime of skills and particular knowledge is getting shorter and the new skills for new future positions are being currently obtained as part of lifelong learning process. Even if a part of ...

The lifetime of skills and particular knowledge is getting shorter and the new skills for new future positions are being currently obtained as part of lifelong learning process. Even if a part of these processes is actually recognized and fixed in a form of degrees, certificates and references, some of these achievements could become obsolete, some of them not useful in current practice and sometimes even weird. Nevertheless, these (learning) goals were reached; the learning process as such could be a fruitful life-lesson and the key factor for the future success. The huge potential of Mozilla Open Badge Infrastructure (MOBI) – and in general any system that provides digital badges as a kind of incentive or reward – is therefore in collaborative setting that allows comparison with other “players” and mapping the progress "against the others". Without the possibility of comparison, building of e-portfolio becomes much more about storytelling, creating diary or blog and adding a context to selected achievements. Any knowledge provider issuing badges should therefore be able to provide additional information about the complexity of learning environment (incl. statistics), not only short description of criteria as requested in MOBI. This paper further describes opportunities and possible practical usage of gamification and digital badges for stimulation of (lifelong) learning

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    DisCo 2013: Štogr - Identity Building Through Gamification And Digital Badges DisCo 2013: Štogr - Identity Building Through Gamification And Digital Badges Presentation Transcript

    • 24. 6. 2013 Mgr. Jakub Štogr – Navreme Boheme, s.r.o. #disco13 "In Our Play We Reveal What Kind Of People We Are" Identity Building Through Gamification And Digital Badges
    • 2 • (fact) Dynamics of Knowledge • (fact) Decreasing half-life of Knowledge • (fact) Driver of these changes: Technology  Technology changes job requirements and profiles.  Employers tend to look for employees with advanced general education and skills… …once employed, then, the new workers receive more specialized on-the-job training.  People will have to assume responsibility for their qualifications and take initiative in developing their professional careers.  Future of work is about engaging workers more than commanding them (link to larger organizational and social goals) Knowledge and Labour market
    • 3 • (fact) Dynamics of Knowledge • (fact) Decreasing half-life of Knowledge • (fact) Driver of these changes: Technology  Technology changes job requirements and profiles.  Employers tend to look for employees with advanced general education and skills… …once employed, then, the new workers receive more specialized on-the-job training.  People will have to assume responsibility for their qualifications and take initiative in developing their professional careers.  Future of work is about engaging workers more than commanding them (link to larger organizational and social goals) Knowledge and Labor market
    • 4 • (fact) New occupations and job types  not enough specifically skilled and experienced people.  Entry Requirements for New occupations and specialties  flexible, pair basic skills with knowledge or experience in a subject related to the new occupation  “learning institutions”  characterized by horizontal structures, mobilizing networks and flexible scalability. On the whole, flexibility and diversity will increase  informal learning strategies will become an integral part of learning and will also (need to) be embedded in education and training (networked learners, networked workers, networked Education and Training (E&T) institutions, forums promoting public debate…) New occupations
    • 5 • (fact) New occupations and job types  not enough specifically skilled and experienced people. • Entry Requirements for New occupations and specialties  flexible, pair basic skills with knowledge or experience in a subject related to the new occupation  “learning institutions”  characterized by horizontal structures, mobilizing networks and flexible scalability. On the whole, flexibility and diversity will increase  informal learning strategies will become an integral part of learning and will also (need to) be embedded in education and training (networked learners, networked workers, networked Education and Training (E&T) institutions, forums promoting public debate…) New occupations
    • 6 • (fact) to recognition of informal and non-formal learning • (fact) educational frameworks – labour market transition • (fact) provide evidence to prove the experience [for future job]  top-down approach  bottom-up: • Mozilla Open Badge Infrastructure (MOBI) • “digital badge” = picture enhanced by metadata (title, description, criteria, timestamp, issuer, earner, etc…) • Anybody able to issue badges Recognition and badges
    • 7 • (fact) badges, insignia, ranks – already exists • (fact) but, NOT independent, NOT transferable, proprietary  tend to be used as a gamification component  MOBI: community- driven, credible, distributed, open, interoperable, flexible and innovative; easily awarded f.e. in learning management systems, intranet or any online-platform  no predefined rules or methods how to properly set criteria  NEEDED: “paradata” = form of metadata that records how, and in what context, a learning resource (here: digital badge) was used  CONTEXT New or not?
    • 8 • (current) attendance-based (was somewhere, no more information) • (current) completion-based (did what was required, anyhow; no level) • (current) role-based („admin“; function/position, without details) • (current) P2P-based (recommendation, mostly subjective) • (current) quantity-based („100 posts“; created, no quality mentioned)  limits of awarding these badges (Common or Rare badge?)  the order of all receivers (First who finished or Follower?)  IDEA: Leaderboard (database) access vs. award-moment status (badge ePortfolio as a story(telling)) Criteria (example)
    • 9 Šíření inovací podle Rogerse (1962)
    • 10 • (fact) New occupations and job types  not enough specifically skilled and experienced people. • Entry Requirements for New occupations and specialties  flexible, pair basic skills with knowledge or experience in a subject related to the new occupation  “learning institutions”  characterized by horizontal structures, mobilizing networks and flexible scalability. On the whole, flexibility and diversity will increase  informal learning strategies will become an integral part of learning and will also (need to) be embedded in education and training (networked learners, networked workers, networked Education and Training (E&T) institutions, forums promoting public debate…) New occupations
    • 11 • Any evidence that could lead to future recognition of (learning) goals we reached could be important indicator of the social status and labour market position. • The huge potential of Mozilla Open Badge Infrastructure and digital badges comes from their ability to provide authorized evidence and possibly also some comparison with others.  All knowledge providers issuing badges should therefore carefully plan what could be relevant for future reviewers and provide as much evidence as possible. Still at the beginning? Not at all… Conclusions
    • 12  EU • Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning • Conference ePIC 2013 – the 11th ePortfolio and Identity Conference (8.-10.7.2013, London)  USA • Digital Media and Learning Competition – Badges for Lifelong Learning (2011) • President Clinton Announces Commitment to Create New Pathways to College and Career Success Through Open Badges : Better Futures for 2 Million Americans Through Open Badges (13.6.2013) Currently (examples)
    • 13 Thank you – any questions? Jakub Štogr e-mail: stogr@navreme.cz URL: http://www.navreme.cz/ LinkedIn: http://www.linkedin.com/in/jakubstogr