This document discusses digital badging for micro-credentials. It outlines a badging strategy where badges are awarded at the course level to verify completion. Stickers are also awarded at the activity level to motivate learners. A visual design framework is proposed that considers distinguishability, legibility, attractiveness, and UDL principles while working within space constraints. Badges are awarded upon engagement in learning activities and passing a final quiz. Lessons learned include the need to address conceptual gaps in understanding badges, demand gaps in motivation to earn them, and lack of impact data.

1. Digital Badging for DigiCulture
Dr. Mairéad Nic Giolla Mhichíl
Dr. Elaine Beirne
Ms. Caitríona Nic Giolla Mhichíl
Dr. Mark Brown

2. Source: Brown et al, 2020

3. Digital Badge or Certificate Defined Micro-credential
Verifies participation or
engagement in learning activity
can be aligned to NFQ Level
Verifies and validates the
achievement of learning
outcomes against NFQ Level
Attend course, webinar, seminar,
presentation
Course, project, or on-the-job
training/ experience that meets
the prescribed characteristics
Not formally assessed Formal & Levelled Assessment
Non-credit bearing Credit-bearing

6. DigiCulture Badging Strategy
Badges awarded at course level to verify successful
completion of course and related activities.
Stickers (game elements) awarded at activity level as
to motivate
Source: Hougaard, B. I., & Knoche, H. (2020)

7. Visuals & Graphic Design
Needs:
● Distinguishable yet
consistent
● Legible
● Attractive
● UDL Principles
Challenges:
● Limited space on
badge
● Thumbnail sizing
variation across
platforms e.g. moodle,
badgr, social media

8. Visual Design Framework
Source: Hougaard, B. I., & Knoche, H. (2020)

9. Stakeholder
consultation was
key part of design
process
Useful Tools:
● DigitalME Badge Design
Canvas (Brainstorming Tool)
● Inkscape (Graphic Design)

11. Award Criteria
Engagement in learning
activities during course
Gain access to Final
Quiz (MCQ)
Achieve passing
grade
Badge
Awarded

12. Badge Use…
Moodle issues
badges to students
who complete
courses.
Students create
public profiles on
Badgr to display all
their earned badges.
Students can share
their badges on
relevant sites where
employers can view
and verify the
earned badges.
1312
Enrolled
Learners
1080
Badges Earned

13. Lessons Learned...
1. Concept Gap: What they are?
2. Demand Gap – why earn a badge?
3. Impact Gap – a data desert!

15. Go raibh maith agat!
Brown, M., Mac Lochlainn, C., Nic Giolla Mhichíl, M., & Beirne, E. (2020). Micro-credentials at
Dublin City University [Paper presentation]. EDEN 2020 Annual Conference,Timisoara.
https://youtu.be/KPMSKIbfQXo
Hougaard, B. I., & Knoche, H. (2020). Stars, Crests and Medals: Visual Badge Design Framework
to Gamify and Certify Online Learning. In A. Brooks, & E. I. Brooks (Eds.), Interactivity, Game
Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th
EAI International Conference, DLI 2019, Aalborg, Denmark, November 6–8, 2019, Proceedings (pp.
406-414). Springer. Lecture Notes of the Institute for Computer Sciences, Social Informatics and
Telecommunications Engineering Vol. 328 https://doi.org/10.1007/978-3-030-53294-9_29
Surf, (2020). Lessons Learned from the Edubadges Proof of Concet: Initial Experience with Digital
Badges in Dutch Higher Education. Available from: https://www.surf.nl/files/2019-
04/Lessons%20learned%20edubadges%20proof%20of%20concept.pdf