Developing Networked Badging Systems


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  • Credibility Skilled mentors and professionals Real-world skills with recognizable value An expectation of high-quality evidence Demonstrable time and effort worthy of a badge Relevant and consistent criteria for granting Designs that limit and discourage opportunities for “gaming” the system Clarity Badge ‘ownership’ and who judges evidence Possible ‘next steps’ and connections to other experiences The general amount of effort required to earn a badge Requirements for success The process for submitting evidence Mapping to ‘traditional’ learning experiences What the badge was earned for Feedback Clear orientation Real youth interests and goals Inclusion of youth in the badge-creation process Development of youth identity, in addition to skills and competencies Relevance Recognizably connected to real-world activities Linked to competencies that transcend individual content areas Aligned with 21st century skillsets, such as the Common Core Meaningful both individually and in aggregate Not overly “trendy” or flavor-of-the-month Connectivity Internally within HIVE , to allow youth to move between organizational experiences and allow organizations to collaborate on badges Externally to HIVE , through badges that link youth to other experiences within Chicago, and (ideally, eventually) leveraging infrastructural supports such as CTA passes Between individuals , by connecting youth to professionals, communities, and peers with similar interests Across badges , by making pathways between badges and experiences evident and easy to act on Simplicity The pursuit of badges (on-ramps, submission, next steps, etc.) Identifying relevant activities and badging situations Vetting the quality of evidence Bestowing badges Reviewing/revising definitions or criteria requirements Badge management Formally applying for funding related to badge development Supportiveness Easy entry for new participants, as well as regular users The ability for users to keep badges private or make them public An environment that allows people to ‘fail’ in a safe and unintimidating way Exploration and experimentation, in addition to highly skilled achievement Physical and virtual access to experiences Badges for mentors and educators as well as youth Respect Support the values of youth, member organizations, and HIVE communities Reward reinforcement of important social norms and practices Transparency Making badge examples from different organizations public, to serve as examples and inspirations A willingness to ‘share’ youth by fostering opportunities for engagement across programs and organizations Encouraging organizations to share badge content and structure with the full expectation that they will get credit for their contributions
  • Developing Networked Badging Systems

    1. 1. Developing Networked Badging SystemsHASTAC Badges Competition Webinar October 24, 2012 Daria Ng, Senior Program Associate Joliz Cedeño, Program Associate Global Kids Online Leadership Program
    2. 2. GK Badging At-a-GlanceDigital Expressions: Supported youth to recognize, talkabout, and demonstrate a range of digital media skills.K-8 Schools: Supporting schools to implement badgingsystems that align with their learning goals.Global Kids: Developing organization-wide badges foryouth on Global Citizenship and Civic Engagement.Hive NYC & Chicago: Supporting two learningnetworks to develop both network-wide andorganization-specific badges.
    3. 3. GK supports the Epstein School in Atlanta to GK supports the American Museum of Naturaldevelop badges. Youth can recognize, talk History to develop badges on scientificabout, and demonstrate different skills. literacies for their Urban Biodiversity Network.
    4. 4. Hive Learning Network explorecreateshare.orgMission: A community of civic & culturalinstitutions dedicated to transforming thelearning landscape & creating opportunities foryouth to explore their interests.- Currently two sites in NYC & Chicago- Funded by MacArthur Foundation
    5. 5. Scope & Goals of GK’s Work for the Network• Support 21 orgs. in NYC & 7 in Chicago to use the badging system• Reach upwards of 2,000 youth• Support Hive members as they develop their groups in BadgeStack• Hold trainings in both cities• Model process with GK badges and Youth Advisory GK Youth Advisory
    6. 6. The Process for Hive NYC• Build off Global Kids’ experience• Hear from members to assess needs, develop big questions, address challenges• Have expectations for communication (Google Site, listserve, monthly calls)• Did not know: Social practices that would develop; when members would use the system
    7. 7. The Process for Hive NYC cont.Trainings for Hive NYC consisted of:• The what and why of badges• Six ways of looking at badging systems• Hands-on tour of BadgeStack• A guide to developing badges and missions• Summer beta examples and lessons learned• Badge integration and workflows• Member updates and questions
    8. 8. GK Survey on interest in Hive NYC Badging System based on 23 responses
    9. 9. First Hive NYC Badge Training Network members present badging workLearning Times presents BadgeStack Members brainstorm skills & competencies
    10. 10. What Came Up? Examples• Cross organization • Emoti-Con, Digital & Hive-sponsored Waves Festival, programs/events Maker Faire• Common content • Science, art, areas among orgs. history, writing, in the network civic engagement• Need for network, • Hive NYC/Chi, GK, organizational, & Hive Fashion, program-specific Game design badges program
    11. 11. BIG Questions• How do youth participate in individual programs and also access network badges?• Should badges primarily be motivators or retroactive rewards?• How to avoid over-badging?• What are pathways youth can take within the network?• What network behaviors should be badged?• Should network be overall badge provider?
    12. 12. Big Questions UnpackedWhat are pathways youthcan take within thenetwork?•Developing user casestories to reflect differentpathways. BadgeStack screenshot for Hive NYCHow to avoid over-badging?•Hive NYC will roll out one ‘Cultural Traveler’badge for now, but there will be many missionsassociated with that badge.
    13. 13. Big Questions Unpacked cont.What network behaviors should be badged?•Identifying key values and behaviors. Ex:imaginative, curious, pattern finder, problemframer, experimental, collaborative, etc.•User stories reflect those values and behaviors.Ex: “Zakia participates in a skillshare. Shecollaborates with other youth, demonstrates howto code, frames the problem, etc.”
    14. 14. Organization-Specific Badges• Hive NYC organizations interested in or currently developing a badging system.
    15. 15. Global Kids Summer Beta• GK beta-tested the system in the summer of 2012. The next few slides are our badge constellations, student quotes, & pathways. GK Youth Leaders & Staff, Summer 2012
    16. 16. GK offered thirteen badges in two summer programs.Here is a count of how many badges were earned bytype. ‘Professionalism’ Badge has the highest count.
    17. 17. Three youth who earned the most badges each tookvery different pathways based on their interests.
    18. 18. Challenges1. Getting members to a ‘comfortable’ spot, which differs for all2. The limitations of the system as Network social practices arise3. Discussions on some of the big questions Hive Chicago Brainstorm
    19. 19. Hive Learning Network Chicago• Work closely with Hive Leaders to develop a shared badging system that will support seven organizations in Chicago
    20. 20. DRAFT HIVE BADGE ‘DESIGN PRINCIPLES’ Network-Wide BadgesFrom a working session in Chicago, an initial attempt at theprocess is that HIVE badges must reflect… • a high degree of credibility • clarity of content and intent • a clear orientation to youth • demonstrable relevance • connectivity in multiple dimensions • simplicity and ease of use • supportiveness and inclusion • a respect for community • system-wide transparency
    21. 21. Organization-Specific Badges Radio Arte • “Once the purpose and process for participating and sharing work steps was described, the youth understood what the badges were about, and their faces, “lit up.” Overall, instructors need to be intentional when integrating badges and the Badge stack platform into their activities. Likewise, youth need to be motivated to engage and to also see value in participating in this process."
    22. 22. Organization-Specific Badges• Nine organizations have committed to developing a badging system for the 2012- 2013 school year
    23. 23. DRAFT HIVE BADGE ‘DESIGN PRINCIPLES’ The Big Questions• How can badges best be linked across programs/organizations?• What’s the best way to collaborate on creating multi- organizational badges?• What’s a good process for reviewing/rewarding badges to reduce undue burden on mentors and evaluators?• What’s the right range of ‘granularity’ to reward with badges?• What are good ways to identify and model community norms?
    24. 24. Relevant Reports & Studies- GK Summer Badge Report: University of Pittsburgh: See next slide- Six Ways to Look at Badging Systems: GK Youth log on to BadgeStack for the first time
    25. 25. Good Badge Design Researchers from the University of Pittsburgh studied the Epstein Badging System (EBS) and interest-based learning. They wrote an exploratory case study that includes five key aspects of student interest that are relevant when designing a badging system.
    26. 26. Contact UsWebsite: www.globalkids.orgBlog: http://olpglobalkids.orgTwitter: @globalkids @wocildocil (Daria) @jolizevette (Joliz)Email: