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Mahara hui 2015 - Auckland - NZ (09-04-15)

Building an ePortfolio and eLearning experience that rocks is anything but trivial: having a good
learning design approach and a good command of ePortfolio methodology is essential. After three
years of helping companies and educational institutions in their Mahara projects, I have become
convinced that Open Badges are the key to fostering better learning design.
In my talk, I will explain how Open Badges can help to reshape the learning design to foster learners’
engagement and attainment. I will briefly outline the Open Badge architecture; and then present the
framework I am using to implement Mahara and Moodle in schools and in the work place.
I will also demonstrate tools that support the Open Badges process, from brainstorming and creating
new badges to the issuing of the badge by the institution, and the badge’s storage and use by the
student.

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Mahara hui 2015 - Auckland - NZ (09-04-15)

  1. 1. How Open Badges scaffold a better learning design and improve ePortfolio practices Mahara Hui 2015 - Auckland Dominique-Alain JAN @dajan | djan@mac.com Leader of the French Mahara community TEL Lecturer at Lausanne University for Teacher Training
  2. 2. Plan 1. About badges 1. (Open)Badges – an old story 2. Anatomy of a Badge 3. Badges vs ePortfolios 2. Managing Badges 1. Creating / Issuing / Managing badges 2. And beyond – the Open Badge Passport 3. How can Open badges improve the learning experience of ePs?
  3. 3. About Badges How can Open Badges scaffold a better learning design and improve eP practices?
  4. 4. (Open)Badges – an old story • Claims: • We have been using badges for a long time already • Medieval blazon • Army flags • Tartan • Badges are polymorphic • Badges can be serious
  5. 5. « The aim of Open Badges is to allow anyone to build and manage a portfolio of assessments and certifications of what has been acquired through lifelong learning, as well as formally and informally during leisure activities, self learning, or through charitable activities » Denis Lamontagne (2011) « Open Badges : une initiative pour la reconnaissance des compétences tout au long de la vie », 20/09/11 accédé le 30/05/14 [http://cursus.edu/article/17545/ open-badges-une-initiative-pour-reconnaissance/]
  6. 6. Anatomy of a Badge How can Open Badges scaffold a better learning design and improve eP practices?
  7. 7. • Learning pathway • Skills assessment • Badge issuer • Trust • Artefacts / Reflection for higher-stake evaluation of learning outcomes • Badge displayer
  8. 8. • Learning pathway • Skills assessment • Badge issuer • Trust • Badge storage • Badge management • Artefacts / Reflection for higher-stake evaluation of learning outcomes • Badge displayer
  9. 9. Badge Name Description Issuing criteria Issuer Evidences Validity Issuing date Image.png
  10. 10. Nom du badge Description Critères d’obtention Emetteur Preuves Date de validité Date émission Image.png Image + metadata = badge.png { "recipient": "djan@mac.com", "evidence": "/badges/economics/macro", "expires": "", "issued_on": "2015-04-08", "badge": { "version": "0.5.0" "name": "Keynesian multiplicator", "image": "/images/macro-keynMultiBase.png", "description": "Explain the effects of public… "criteria": "/badges/economics/keynes/multi/", "issuer": { "origin": "http://gymnyon.vd.ch", "name": "gymnyon", "org": "Gymnase de Nyon", "contact": "webmaster@gymnyon.educanet2.ch" } } } +
  11. 11. OwnerIssuer Evidences
  12. 12. OwnerIssuer Evidences I am validating your skill…
  13. 13. OwnerIssuer Evidences … of knowing how to do this…
  14. 14. OwnerIssuer Evidences …on the basis of these !
  15. 15. OwnerIssuer Evidences My validation is also represented by this !
  16. 16. OwnerIssuer Evidences
  17. 17. OwnerIssuer Evidences The Badges are a HUB
  18. 18. People sharing the same Badge / Pathway / Location Issuer Evidences The Badges are a HUB
  19. 19. Social NetworkIssuer Evidences The Badges are a HUB
  20. 20. Social NetworkIssuer Evidences The Badges are a HUB Skills Values Attitudes Knowledge
  21. 21. Social Network Evidences The Badges are a HUB Semantic Network Issuer
  22. 22. Social Network Evidences The Badges are a HUB Semantic Network Formal / Informal
  23. 23. ePortfolios vs Open Badges? How can Open Badges scaffold a better learning design and improve eP practices?
  24. 24. ePortfolio adoption The NES (NHS Education for Scotland) ePortfolio has grown rapidly since its inception in August 2005 and now comprises over 20 versions for over 35,000 healthcare trainees within Scotland (Nursing, Midwifery, Dentistry and Pharmacy), across the United Kingdom (Medicine), and the Republic of Ireland (Medicine) Source : http://guide.nhseportfolios.org/walkthrough/Home.aspx
  25. 25. Not everyone supports ePortfolio I started this petition because I believe the ePortfolio is a complete waste of time and effort for all Clemson students. I…]. Like most all of my classmates, I put work into my classes and receive grades, as I should. It is as simple as that. Why should we be required to create a portfolio that just reiterates the fact that we have completed a course? Why should we be submitting work to an online portfolio that does not give us any credit? We have to complete this to graduate? If I have achieved good grades and completed the courses necessary, I should be well on my way to graduating. The ePortfolio only creates another task for students to worry about, a task that accomplishes nothing. I wrote an essay for my English class, I got an A on it, that led to me receive an A in the course, and I successfully earned those credits. Nowhere in there do I see a gap that must be filled in with an ePortfolio. Many of us have friends at other prestigious universities. Not once have I heard of an ePortfolio assignment from any of them. I firmly believe that eliminating the ePortfolio at Clemson University will truly enable students to be more focused on their actual coursework and have a more positive mindset about school. […] Jamie Harding started this petition Petition Closed 2,954 supporters target 5,000 Source : https://www.change.org/p/clemson-university-eliminate-the-eportfolio
  26. 26. Not everyone supports ePortfolio • ePortfolios – 7 reasons why I don’t want my life in a shoebox http://donaldclarkplanb.blogspot.com.au/2011/03/e-portfolios-7-reasons-why-i-dont-want.html • Bollinger (2010) Student perceptions of ePortfolio integration in online courses • Tosh (2005) Engagement with electronic portfolios: challenges from the student perspective • Shroff (2011) Analysing the technology acceptance model in examining students’ behavioural intentions to use e-portfolio systems • Tzeng (2011) Perceived values and prospective users' acceptance of prospective technology: the case of a career eportfolio system • Jan (2015) ePortfolio trained graduates in the workplace: are they significant users of ePortfolio features at the start of their careers? [paper to be delivered at ePIC 2015] • …
  27. 27. Managing Badges within Mahara How can Open Badges scaffold a better learning design and improve eP practices?
  28. 28. Assignment
  29. 29. Design Manage Issue Revoke OverridesMoodlebadges Assignment SendstoMozillabackpack Import badges Badgedisplayer Semantic Network Social Network
  30. 30. How Open badges can improve the learning experience on eP? How can Open Badges scaffold a better learning design and improve eP practices?
  31. 31. One Case Study • Context: • HES-SO: Higher Education institution for Healthcare training in Fribourg (Switzerland) • New syllabus for trained nurses to become heads of department in hospitals • Master degree • Face to face training (1/3) – online training (2/3) • 240 credits ECTS  coursework + personal work • TEL • Moodle • Mahara • mandatory to present a reflexive and personal work at the end of the training (3 years) • PLE http://www.heds-fr.ch/fr/Pages/default.aspx https://vimeo.com/69882471
  32. 32. One Case Study • Example of one instruction given to students • At the end of year three you must submit your portfolio for evaluation. This must contain: • the personal and reflexive journal you have written alongside your three years of training • two evidences of attainment for each of the sixteen main skills • your personal biography • This portfolio represents 30% of your final mark
  33. 33. My questions about that • What is reflexivity in your context? • Do you train students to have reflexive practice or do you take this for granted from their previous background? • Will you train students to acquire eP practices? • Will you train students to use Mahara? • What in your view constitutes a good evidence for inclusion in someone’s eP? • Will you train students to improve their digital literacy? • … • Have you all agreed on what the 16 skills you have to assess are?
  34. 34. One of the 16 skills: Reflexive practice • What is reflexive practice? • Brainstorming  7 people  8 interpretations • Decision: • First: we create a badge on reflexive practice • At the end: we create 3 badges on reflexive practice • 3 levels • One for each year • Acknowledge students’ progress
  35. 35. (1) Reflexion (2) Design (3) Implementation Process What? For Who? How? Result: Intellectually • A comprehension of the skill • An agreement on the “boundary object” (Popper) • Reification (Wenger on CoP) Practically • An agreement on the competences that contribute to acquire the skill • Competences are simpler to assess • An agreement on the activities to develop for training the students (Bloom’s taxonomy) Technically • The decision on what settings and tools that must be set up for the tasks/activities (multiple / single journal, forums, group pages, …) Badge
  36. 36. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/
  37. 37. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/
  38. 38. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/
  39. 39. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/ Template Group page PLE
  40. 40. Conclusion • The introduction of Open Badges has improved a situation where • Students were confused • Teachers didn’t agree on definitions of skills, or quality standards • The design of activities was not in relation with the skills • By • Clarifying the objectives (reification, boundary object, Bloom’s taxonomy,…) • Helping in the design of clear evaluation criteria • Providing an acceptable learning curve in eP practices • Giving mentors time to feel comfortable with TEL and eP
  41. 41. Source : https://i.vimeocdn.com/video/492177602_640.jpg

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Building an ePortfolio and eLearning experience that rocks is anything but trivial: having a good learning design approach and a good command of ePortfolio methodology is essential. After three years of helping companies and educational institutions in their Mahara projects, I have become convinced that Open Badges are the key to fostering better learning design. In my talk, I will explain how Open Badges can help to reshape the learning design to foster learners’ engagement and attainment. I will briefly outline the Open Badge architecture; and then present the framework I am using to implement Mahara and Moodle in schools and in the work place. I will also demonstrate tools that support the Open Badges process, from brainstorming and creating new badges to the issuing of the badge by the institution, and the badge’s storage and use by the student.

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