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Digital Badges in Libraries: Skills-based Instruction, Code-shifting, and Collaboration

E
Emily Ford

Presentation slides for the snowed out <a>Online Northwest</a> 2014 conference. Emily Ford, Urban & Public Affairs Librarian, Portland State University Nicholas Schiller, Systems & Instruction Librarian, Washington State University- Vancouver Dawn Richardson, Assistant Professor of Community Health, Portland State University Digital badges present librarians with new ways of engaging with patrons including recognizing patron achievement and improved communication. This session will provide an overview of digital badges--including an explanation of underlying pedagogical aims--and will address badging as “code-shifting” or using different communication methods for different audiences. Finally, it will present a major collaboration between Portland State University Library and disciplinary faculty to integrate badges in undergraduate courses, providing librarian and disciplinary faculty perspectives.

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Digital Badges in Libraries
Skill-based instruction, Code-Shifting, and Collaboration
Emily Ford
Urban & Public
Affairs Librarian
Portland State
University
forder@pdx.edu

Nicholas Schiller
Systems &
Instruction Librarian
Washington State
UniversityVancouver
schiller@vancouver.
wsu.edu

Dawn Richardson
Assistant Professor
of Community
Health
Portland State
University
drichar2@pdx.edu
Agenda
 Badges, what?
 “Code-shifting” and badges – the instructor’s perspective
 Portland State University badges project
 Questions/discussion
Digital Badges in Libraries: Skills-based Instruction, Code-shifting, and Collaboration
http://farm4.staticflickr.com/3224/2653462361_9c725e4dca_o.jpg
Why?
 Communicate skills to
students and to others
 Fun! (gamification)
 Flexible/Scalable
 Can be directly linked to
learning outcomes and
assessments
 Anyone an authority

 Certify information literacy
skills
 Certify other co-curricular
skills
 Make learning more
interactive
 Credit for prior learning
 ePortfolios
http://uncrated.files.wordpress.com/2013/04/cindy_super_fan
1.png

http://www.educause.edu/eli/events/eliannual-meeting/innovation-andnetworking/badging
Ad

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Digital Badges in Libraries: Skills-based Instruction, Code-shifting, and Collaboration

  • 1. Digital Badges in Libraries Skill-based instruction, Code-Shifting, and Collaboration Emily Ford Urban & Public Affairs Librarian Portland State University forder@pdx.edu Nicholas Schiller Systems & Instruction Librarian Washington State UniversityVancouver schiller@vancouver. wsu.edu Dawn Richardson Assistant Professor of Community Health Portland State University drichar2@pdx.edu
  • 2. Agenda  Badges, what?  “Code-shifting” and badges – the instructor’s perspective  Portland State University badges project  Questions/discussion
  • 5. Why?  Communicate skills to students and to others  Fun! (gamification)  Flexible/Scalable  Can be directly linked to learning outcomes and assessments  Anyone an authority  Certify information literacy skills  Certify other co-curricular skills  Make learning more interactive  Credit for prior learning  ePortfolios
  • 7. Code. WSU learning goal(s) WSU#4: Information literacy Students will use a disciplined and systematic approach to accessing, evaluating, and using information. At course end, students should be able to Identify, explain, compare, apply, argue, interpret, and evaluate information in a variety of digital forms. Create multimodal texts using digital methods. Course topics that address these learning outcomes See "Course Schedule" for exact dates. Information design / architecture Evaluation Databases Search: Terms and concepts Primary evaluation of outcome See "Assignments" and "Assessment" above
  • 8. Layers of code  University learning goals  Accreditors  Departmental learning goals  Faculty  Library learning goals  Librarians and other faculty
  • 9. Graff, Gerald. 2003. Clueless in Academe How Schooling Obscures the Life of the Mind. New Haven: Yale University Press.
  • 10. My student learning outcomes  Were not written with students as the intended audience  I needed something to help bridge this gap.  I needed something to help switch codes.
  • 11. Digital Badges:  Graphical representations of an acquired skill
  • 12. Inspired by  Creative Commons three layer system of licenses  The same icon represents very different codes  Machines, humans, and lawyers each have a layer http://creativecommons.org/licenses
  • 13. Code. Switch. WSU learning goal(s) WSU#4: Information literacy Students will use a disciplined and systematic approach to accessing, evaluating, and using information. At course end, students should be able to Identify, explain, compare, apply, argue, interpret, and evaluate information in a variety of digital forms. Create multimodal texts using digital methods. Course topics that address these learning outcomes See "Course Schedule" for exact dates. Information design / architecture Evaluation Databases Search: Terms and concepts Primary evaluation of outcome See "Assignments" and "Assessment" above
  • 15. The PSU Project - Background “The Provost’s Challenge is accelerating PSU’s transformation by using $3M in one-time funding from the online fee to support twentyfour faculty and staff-initiated projects.” http://www.pdx.edu/oai/provostschallenge-about
  • 16. Our Team Team Member PSU Badges Project Role Assistant Professor, Urban & Public Affairs Librarian Emily Ford PSU Role/Department Principal Investigator (aka Massive Brain) Assistant Professor, Dawn Richardson School of Community Health Instructor, PHE 250: Our Community, Our Health Assistant Professor, School of Community Health Instructor, PHE 326 Community Nutrition Research Associate, Institute of Aging, School of Community Health Instructor, PHE 454U: Social Gerontology Instructional Designer, Research & Compliance, Office of Academic Innovation Instructional Design and Assessment Consultant Betty Izumi Jost Lottes Aifang Gordon
  • 17. Our Current Focus  Aligning community health course outcomes & PSU Library learning outcomes  Strategize; Gather & Organize; Analyze & Evaluate; Behave Ethically  Developing “badge-able” course activities, assignments, & assessment methods  Distinguishing a core-curriculum from course-specific curricula http://farm5.staticflickr.com/4033/4360367353_2ebc597c08_o.png
  • 18. Our Alignment Process  Monthly team meetings  Determining skill levels across course numbers  Mapping curriculum objectives across courses  Alignment of course outcomes with library outcomes  Weekly/bi-weekly meetings with Emily  Application of library outcomes within courses  Developing assignments reflecting alignment  Crafting appropriate assessments & badges http://farm6.staticflickr.com/5111/6929223700_b056077f2f_o.jpg
  • 20. Developing a Core Curriculum Bloom’s Taxonomy Applied to PSU Badges Project Knowledge Defining “bias” Comprehension Explaining… Application Using/choosing appropriate sources Analysis Classifying/contrasting… Synthesis Combining… Evaluation Comparing/judging…
  • 21. Developing a Course Curriculum Library Learning Outcomes PHE 250 Learning Outcomes Strategize Define community health Gather & Organize Describe public health functions Analyze & Evaluate Understand public health system Behave Ethically Describe determinants of health Articulate SDH framework Explain health equity Describe health interventions ID health career opportunities
  • 22. Aligning Learning Outcomes Library Outcomes Applying to Course Learning Outcomes Strategize Develop skills to develop realistic topic, plan for research; determine types of sources needed; develop effective search strategy; ask for help when needed Gather & Organize Effectively search info resources; select appropriate resources; modify topic as necessary; seek out diverse perspectives Analyze & Evaluate Critically evaluate info sources for relevance, accuracy, quality, timeliness, authority, & context; appraise sufficiency of support Behave Ethically Demonstrate ethical behavior through use & creation of information
  • 23. Example PHE 250 Assignment: Media Evaluation Find a public health-related story in the media and prepare a one-page, single spaced brief describing the story, its public health relevance, and its treatment of the social determinants of disease. PSU Library Outcomes Applying to PHE 250 Learning Outcomes Strategize Distinguish source characteristics for different audiences (scholarly, popular, professional, etc.) Gather & Organize Seek resources from diverse perspectives Analyze & Evaluate Critically examine sources; Maintain a critical stance Behave Ethically Accurately represent content
  • 24. Example PHE 250 Assignment: Blog Post Identify a public health issue/research topic of interest and prepare a blog post presenting the issue and alternate views on the issue (as relevant). Be sure to examine the issue with a social determinants of health lens. Use journal articles or other media found online as sources. PSU Library Outcomes Applying to PHE 250 Learning Outcomes Strategize Distinguish source characteristics for different audiences (professional, popular, in between.) Gather & Organize ID features & content of sources to search those most appropriate to the information needed Analyze & Evaluate Recognize the cultural/political context in which a work is created Behave Ethically Provide attribution in order to acknowledge sources used
  • 25. Next Steps  Continue developing core curriculum  Continue developing course-specific curriculum  Engaging students  Develop and submit research proposal  Examine student & faculty experiences with Badge project  Develop badges (graphics)  Launch badges in three classes, Fall 2014  Assess and examine project success http://upload.wikimedia.org/wikipedia/commons/1/1f/HK_CWB_Hysa n_Place_mall_shop_Apple_Store_interior_glass_stair_steps_Mar2013.JPG
  • 27. Relevant Links  PSU Library Learning Outcomes (pdf)  PHE 250: Our Community Our Health Blog

Editor's Notes

  1. There is a workshop session after this one that is more hands on and will be more about making accounts, software and systems, etc. We will not go into that, but will be talking about the what and why, and talking about two specific ways the panel is using or planning to use badges
  2. Let’s start off with a classic badge example. When you see that someone is displaying this badge, what does it tell you about them? (someone from the audience shouts: first aid!)That’s right, that this person has a set of skills in first aid. They possibly know how to give CPR, tie bandages, etc. In fact, the idea of digital badges does stem from that age old American tradition of scouting. Badges in scouting, as well as digital badges in higher education, are visual representations of an achievement, skills, or knowledge gained.
  3. In higher ed we seem to be butting up against this problem: what does a college diploma prove or show? What skills does a four-year diploma guarantee a student? While it can communicate to the student and to future employers and the public a certain level of knowledge about a subject, four-year degrees do a bad job of communicating certain acquired skills. Usually these skills aren’t attached to a credit hour or even a program of study. Rather, they are the lesser defined skills acquired over the course of time. Might be: writing and editing, leading discussions or projects, and, of course, what we are going to talk about today: information literacy.More and more students seem (at least a PSU) to want to know what they are learning and want to be able to communicate what skills and knowledge they have gained. By credentialing achievements at a more granular level, be it with badges or any other acknowledgement, students are more aware of what they are learning and what they will bring with them into wherever they go next. It also is a way that students can be more aware of how their learning fits into the outcomes expressed by an instructor. Nicholas is going to talk more about that part. In recent years outcome or competency based education has gained more traction in higher ed. One only need do a basic search on the Chronicle of Higher Education’s web site to find a plethora of articles, blog posts, and other artifacts that attest to this phenomenon.
  4. In addition to the ability for badges to do some of the things outlined on this slide, badges also pose a great opportunity for faculty to better track and assess student achievement. When a student enters a class, an instructor would be able to see what achievements a student has already made, and quickly understand a students’ depth of knowledge and skill in information literacy, or any other subject for that matter.
  5. One of the reasons badges have been getting so much attention is that there is an initiative backed by the MacArthur Foundation and the Mozilla Foundation to expand the use of digital badges to improve learning and outcomes for students. So what are some examples of badge projects?Dallas Museum of Art’s membership program uses badges to enhance visitor interaction with exhibitsOnline social networking sites around a hobby. This example is from Untappd, a beer-focused siteEducause uses badges at the ELI Annual Meeting to certify and encourage participation4Square has partnered with the History Channel to award badges to promote engagement
  6. The Provost put up money, encouraged collaboration, wanted innovation. I saw a need for some cohesiveness in the undergraduate community health curriculum, namely the need to do a curriculum mapping project and looking closely at learning outcomes and had been thinking about badges. It seemed to me like a project that was mostly meaty with learning outcomes and thinking through assignments and syllabi could have a layer of badge gravy over it. I approached collaborators in the school and got support, so I worked with them to draft a proposal. And it was funded.
  7. Forgive me- I’m compulsive about repping the team with photos!!
  8. Will you have already introduced the library learning outcomes?Should I summarize again if so? Feel free to pop a slide in here if you’ve already created it.I know you’ll have described the project, but I wanted to give it a shot from the “instructor” side of things…not sure if this does it.
  9. Just to give a sense of the process we’re following. Feel free to edit!
  10. We don’t’ have to use this specific graphic, but I think it’s nice a straightfoward
  11. I ran out of steam here- love your thoughts on expanding!!!