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How Open Badges scaffold a better learning design and improve ePortfolio management

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Dominique-Alain Jan at Mahara Hui in Auckland on 9 April 2015

https://maharahui.org.nz/course/view.php?id=3

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How Open Badges scaffold a better learning design and improve ePortfolio management

  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. • Learning  pathway   • Skills  assessment   • Badge  issuer   • Trust • Badge  storage   • Badge  management • Artefacts  /   Reflection  for   higher-­‐stake   evaluation  of   learning  outcomes   • Badge  displayer
  10. 10. Badge  Name Description Issuing  criteria Issuer Evidences Validity Issuing  date Image.png
  11. 11. Nom  du  badge Description Critères  d’obtention Emetteur Preuves Date  de  validité Date  émission Image.png Image  +  metadata  =  badge.png
  12. 12. { "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" } } } +
  13. 13. Image Criteria OwnerIssuer Evidences Validation  relationship
  14. 14. Image Criteria OwnerIssuer Evidences Validation  relationship I  am  validating  your  skill…
  15. 15. Image Criteria OwnerIssuer Evidences Validation  relationship …  of  knowing  how  to  do  this…
  16. 16. Image Criteria OwnerIssuer Evidences Validation  relationship …on  the  basis  of  these  !
  17. 17. Image Criteria OwnerIssuer Evidences Validation  relationship My  validation  is  also
 represented  by  this  !
  18. 18. Image Criteria OwnerIssuer Evidences Validation  relationship
  19. 19. Image Criteria OwnerIssuer Evidences The  Badges  are  a  HUB
  20. 20. Image Criteria People  sharing  the  same   Badge  /  Pathway  /  Location Issuer Evidences The  Badges  are  a  HUB
  21. 21. Image Criteria Social  NetworkIssuer Evidences The  Badges  are  a  HUB
  22. 22. Image Criteria Social  NetworkIssuer Evidences The  Badges  are  a  HUB Skills   Values   Attitudes   Knowledge
  23. 23. Image Criteria Social  Network Evidences The  Badges  are  a  HUB Semantic  Network Issuer
  24. 24. Image Criteria Social  Network Evidences The  Badges  are  a  HUB Semantic  Network Formal  /  Informal
  25. 25. ePortfolios  vs  Open  Badges? How  can  Open  Badges  scaffold  a  better  learning  design  and  improve  eP  practices?
  26. 26. 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
  27. 27. 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
  28. 28. 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]   • …
  29. 29. Managing  Badges  within  Mahara How  can  Open  Badges  scaffold  a  better  learning  design  and  improve  eP  practices?
  30. 30.                                                                      Assignment
  31. 31.                                                                      Assignment Issues  badges
  32. 32.                                                                      Assignment Badge  displayerIssues  badges
  33. 33. M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Badge  displayer
  34. 34. M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Badge  displayer
  35. 35. M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Badge  displayer
  36. 36. Design   Manage   Issue   Revoke M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Badge  displayer
  37. 37. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Badge  displayer
  38. 38. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Badge  displayer
  39. 39. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Badge  displayer
  40. 40. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Badge  displayer
  41. 41. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Badge  displayer
  42. 42. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Import  badges Badge  displayer
  43. 43. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Import  badges Badge  displayer
  44. 44. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Import  badges Badge  displayer Semantic   Network
  45. 45. Design   Manage   Issue   Revoke Overrides  Moodle  badges M anagem ent M anagem ent                                                                      Assignment Badge  displayerIssues  badges Sends  to  Mozilla  backpack Import  badges Badge  displayer Semantic   Network Social   Network
  46. 46. How  Open  badges  can  improve   the  learning  experience  on  eP? How  can  Open  Badges  scaffold  a  better  learning  design  and  improve  eP  practices?
  47. 47. 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
  48. 48. 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
  49. 49. 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?
  50. 50. 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
  51. 51. Process
  52. 52. (1)  Reflexion (2)  Design (3)  Implementation Process
  53. 53. (1)  Reflexion (2)  Design (3)  Implementation Process What? For  Who? How? Badge
  54. 54. (1)  Reflexion (2)  Design (3)  Implementation Process What? For  Who? How? Badge
  55. 55. (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
  56. 56. Process Badge (1)  Reflexion (2)  Design (3)  Implementation
  57. 57. Process Badge (1)  Reflexion (2)  Design (3)  Implementation
  58. 58. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/
  59. 59. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/
  60. 60. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/
  61. 61. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/
  62. 62. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/
  63. 63. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/ Template Group  page PLE
  64. 64. Process Badge (1)  Reflexion (2)  Design (3)  Implementation http://learningdesigner.org/ Template Group  page PLE
  65. 65. 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

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