Portfolios and Open Badges: A curated learning journey
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Mar. 17, 2016•0 likes•1,141 views
Portfolios and Open Badges: A curated learning journey
Mar. 17, 2016•0 likes•1,141 views
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Designing open and digital badges for evidence presented in curated learning ePortfolios, endorses and verifies the claims that a learner makes in this digital narrative—these claims are made against badge criteria and standards that have been co-designed by key stakeholders in the learning journey. Dartmouth College designed and developed badging to track the portion of a course that focused on digital scholarship skills where students could receive both a grade and a badge for each assignment, which would earn a progress badge, and completion of an entire training sequence or practice sequence would earn a completion badge. In this session, you will learn how the University of Notre Dame and Thompson Rivers University are now using ePortfolios and digital badges to allow learners to chart their own pathway through their learning career. You will learn about three case studies that explore badges, and ePortfolios that show evidence for a range of competencies and capabilities through artifacts. In this session, you will learn: To examine, through case studies, how open and digital badge practice can build and leverage off ePortfolio research To investigate what badge claims look like in evidence-based ePortfolios To share and present the opportunities for open and digital badge researchers and practitioners
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Portfolios and Open Badges: A curated learning journey
- 1. (e)Portfolios and Open Badges A Curated Learning Journey cc: Manoj Kengudelu - https://www.flickr.com/photos/11767573@N02
- 2. Collaborators: G. Alex Ambrose, Notre Dame Trent Batson, AAEEBL Helen Chen, Stanford University Kathryn Coleman, AAEEBL Michael Goudzwaard, Dartmouth Tracy Penny Light, Thompson Rivers University @mgoudz | #LSBadges | CC-BY-SA
- 3. Session Outcomes: • Define what problem we are trying to solve with badges and portfolios • Develop a working definitions of badges and portfolios • Investigate three case studies from higher education • Apply badging and portfolio concepts to your work @mgoudz | #LSBadges | CC-BY-SA
- 4. Science and Religion in American Media @mgoudz | #LSBadges | CC-BY-SA A-
- 5. Badging a Course: Science and Religion in American Media @mgoudz | #LSBadges | CC-BY-SA
- 6. Digital Media Analysis @mgoudz | #LSBadges | CC-BY-SA Complete in-class workshop Complete supervised assignment Complete collaborative assignment Complete feedback assignment Complete reflection assignment
- 7. Solving for x @mgoudz | #LSBadges | CC-BY-SA
- 8. http://eportfolio.nd.edu/directory/badge-directory 8
- 9. 9 @mgoudz | #LSBadges | CC-BY-SA 3 skills badges and learning over time
- 10. Title Description Criteria Date Issuer
- 13. “Badges provide recognition of student achievement, and along with eportfolios, they can often provide a deeper representation of those achievements than you'll find in transcripts and more traditional records.” - G. Alex Ambrose, Notre Dame @mgoudz | #LSBadges | CC-BY-SA
- 14. “…a purposeful collection of a learners work that illustrates efforts, progress, and achievement [over time].” The Northwest Evaluation Association A portfolio is. . .
- 15. “… a tool for employers to ensure that job applicants have the knowledge and skills they need to succeed in their company or organization.” American Association of Colleges & Universities A portfolio is. . .
- 16. …owns the evidence? the learner …controls access? the learner …reviews work over time? the learner In a portfolio who. . .
- 17. Making connections between courses/trainings/experiences/artifacts. Reflection (metacognition). Story telling about a learning journey for different audiences. What is curation?
- 18. Learner selects evidence for badge from the portfolio. Issuer (teacher/trainer/institution/peers) endorse claims to learning. Provide milestones to learning pathways (video editing 1,2,3). What do badges add?
- 19. Explore. Design a Badge Define a skill or learning outcome. Who might make a decision based on this badge (audience)? What is the badge evidence? Is it in a portfolio? Who has access? What are the criteria to earn a badge? Who assesses the evidence and issues the badge? Bonus: Draw your badge. @mgoudz | #LSBadges | CC-BY-SA
- 20. Pathways to Empower Learners
- 21. The Sample Learner: • 4th year BA Geography student • Mission: Work in a NGO abroad • Transfer student from UBCO • Involved in diverse learning opportunities The Learner’s Pathway
- 22. Evidence Included in Portfolio • Learning Styles Reflection (Discover) • High School Community Service Learning Photos/Reflection (Connect) • Undergrad Research Poster (Experience) • Co-Op Work Experience (Experience) • Geography Field Trip (Become) The Learner’s Pathway
- 23. Solving for x @mgoudz | #LSBadges | CC-BY-SA
- 24. Connecting transcripts to evidence through portfolios and badges. Comprehensive Student Record Course descriptions Faculty profiles Learning outcomes eDisserations & theses Badges Criteria Evidence Endorsement Connections @mgoudz | #LSBadges | CC-BY-SA Portfolios Experiential learning Research experiences Service and internships Certificates and badges
- 25. AAEEBL Midwest Regional Conference : Notre Dame University, May 12 and 13, 2016 Keynote: Professor Dan Hickey, Indiana University “How do we know they are learning? ePortfolios and Badges as Part of an Evidence-Based Ecosystem” aaeebl.org @mgoudz | #LSBadges | CC-BY-SA
- 26. Resources. Inside Higher Ed: Beyond the Transcript (July 13, 2015) https://www.insidehighered.com/news/2015/07/13/project-create- models-broader-form-student-transcript Extending the Transcript: Rethinking the Record (July 29, 2015) http://www.aacrao.org/resources/resources-detail-view/extending-the- transcript--rethinking-the-record @mgoudz | #LSBadges | CC-BY-SA AAEEBL: Association for the Authentic, Experiential and Evidence- Based Learning. aaeebl.org OBHE: Open Badges in Higher Ed (working group) https://sites.google.com/site/openbadgesinhighereducation/working-group
- 27. (e)Portfolios and Open Badges A Curated Learning Journey cc: Manoj Kengudelu - https://www.flickr.com/photos/11767573@N02 Slides: bit.ly/LSbadgeport @mgoudz | #LSBadges | CC-BY-SA
Editor's Notes
- Past, Present, Future “Hello Pittsburg” (springsteen during Clevland) Camel curated journey How many of you have attended an Unlocking Badges session? Does anyone in the room work at at higher education institution, have higher ed clients, or ever worked in higher ed? Designing badges for evidence presented in curated learning ePortfolios, endorses and verifies the claims that a learner makes in this digital narrative—these claims are made against badge criteria and standards that have been co-designed by key stakeholders in the learning journey.
- Thompson Rivers University is a public university in British Columbia, Canada. Located about a four hour drive from Vancouver. 15K residential, at 12K distance and online students. Dartmouth College is a private college founded in 1769 with about 4k undergrad and 2k graduate students. Notre Dame, you have probably heard of, a private institution located in Indiana with 11k students. Association for Authentic, Experiential and Evidence Based Learning or AAEEBL, has been the professional organization supporting the practice of ePortfolios in education.
- I worked on a course, Science and Religion in American Media. What is the lasting evaluation, something that you can show years later, of what you learned in the course?
- 4 learning outcomes 4 badge tracks Badge becomes Dartmouth College: In winter quarter of 2015 the course, Science and Religion in American Media that incorporated MediaKron activities within an overall course badging scheme. The learning objectives in the course were distributed across four key areas: digital media analysis, digital scholarship, critical engagement, and cooperative leadership. We used MediaKron in three areas and badges in all four.
- Each of the four course learning objectives corresponded to a learning pathway. A basic learning objective of the course was to gain competence in digital media acquisition, production, curation, and composition. The Digital Media Analysis outcome had five steps or “milestones” to complete and earn this badge. First, students attended a hands-on intro to MediaKron workshop to learn the basics. Second, students did individual in-class assignments in which they added images, video, and text on a theme of their choice to MediaKron. Third, they collaborated on their own time in small groups to create a Story that curated selected images, video and text from each group member’s prior assignment into a common theme. Fourth, each student provided feedback on a survey about their experience. Finally, each student made a 1-minute long video in which they reflected on their experience with MediaKron and how it affected their learning and competence in dealing with digital media.
- What is this? - transcript What does this tell us about a learning experience? – grades How owns this data? – the school The problem we are trying to address: The traditional transcript looks like this. It has course titles, dates, credits, and final grade. It says nothing about the course, the student’s work, and what their prior or following learning might be. Learner pathways.
- Notre Dame still has transcripts and grades.
- “A collection of authentic and diverse evidence, drawn from a larger archive.” The National Learning Infrastructure Initiative (NLII) “A purposeful collection of student work that illustrates efforts, progress, and achievement in one or more areas [over time]. The collection must include: student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection.” The Northwest Evaluation Association “In addition to a resume or college transcript, more than four in five employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization”. AAC&U “It Takes More Than A Major: Employer Priorities for College Learning and Student Success
- “A collection of authentic and diverse evidence, drawn from a larger archive.” The National Learning Infrastructure Initiative (NLII) “A purposeful collection of student work that illustrates efforts, progress, and achievement in one or more areas [over time]. The collection must include: student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection.” The Northwest Evaluation Association “In addition to a resume or college transcript, more than four in five employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization”. AAC&U “It Takes More Than A Major: Employer Priorities for College Learning and Student Success
- “In addition to a resume or college transcript, more than four in five employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization”. AAC&U “It Takes More Than A Major: Employer Priorities for College Learning and Student Success
- Student learning portfolios are owned by the student and stay with the student from course to course. Student ownership of their private learning space -- the portfolio -- can help students own their own learning and have more of a stake in education. Students can review their own work evidence and provide interpretations of the evidence, and explain how they have grown or changed.
- Student learning portfolios are owned by the student and stay with the student from course to course. Student ownership of their private learning space -- the portfolio -- can help students own their own learning and have more of a stake in education. Students can review their own work evidence and provide interpretations of the evidence, and explain how they have grown or changed.
- Student learning portfolios are owned by the student and stay with the student from course to course. Student ownership of their private learning space -- the portfolio -- can help students own their own learning and have more of a stake in education. Students can review their own work evidence and provide interpretations of the evidence, and explain how they have grown or changed.
- Designing open and digital badges for evidence presented in curated learning ePortfolios, endorses and verifies the claims that a learner makes in this digital narrative—these claims are made against badge criteria and standards that have been co-designed by key stakeholders in the learning journey. Dartmouth College designed and developed badging to track the portion of a course that focused on digital scholarship skills where students could receive both a grade and a badge for each assignment, which would earn a progress badge, and completion of an entire training sequence or practice sequence would earn a completion badge. You will learn how the University of Notre Dame and Thompson Rivers University are now using ePortfolios and digital badges to allow learners to chart their own pathway through their learning career.
- TPL
- Sukh
- Sukh
- What is this? What does this tell us about a learning experience? – grades How owns this data? – the school The problem we are trying to address: The traditional transcript looks like this. It has course titles, dates, credits, and final grade. It says nothing about the course, the student’s work, and what their prior or following learning might be. Learner pathways.
- The Comprehensive Student Record project is a grant from the Lumina Foundation awarded to AACRAO (the professional association of registrars and admissions officers) and NASPA (student affairs professionals) for 12 selected institutions to develop prototypes of new kinds of academic records that integrate curricular and co-curricular experiences Inside Higher Ed: Beyond the Transcript (July 13, 2015) https://www.insidehighered.com/news/2015/07/13/project-create-models-broader-form-student-transcript Extending the Transcript: Rethinking the Record (July 29, 2015) http://www.aacrao.org/resources/resources-detail-view/extending-the-transcript--rethinking-the-record AACRAO and NASPA name comprehensive student record implementation institutions (October 2015) http://www.aacrao.org/resources/resources-detail-view/aacrao-and-naspa-name-comprehensive-student-record-implementation-institutions
- AAEEBL is the premier national professional organization dedicated to supporting educational leaders committed to educational transformation relevant to 21stC. learners. AAEEBL is best-known for its promotion of eportfolios as a high-impact practice that encourages learners to reflect on their learning, thereby deepening the learning process.
- The Comprehensive Student Record project is a grant from the Lumina Foundation awarded to AACRAO (the professional association of registrars and admissions officers) and NASPA (student affairs professionals) for 12 selected institutions to develop prototypes of new kinds of academic records that integrate curricular and co-curricular experiences Inside Higher Ed: Beyond the Transcript (July 13, 2015) https://www.insidehighered.com/news/2015/07/13/project-create-models-broader-form-student-transcript Extending the Transcript: Rethinking the Record (July 29, 2015) http://www.aacrao.org/resources/resources-detail-view/extending-the-transcript--rethinking-the-record AACRAO and NASPA name comprehensive student record implementation institutions (October 2015) http://www.aacrao.org/resources/resources-detail-view/aacrao-and-naspa-name-comprehensive-student-record-implementation-institutions