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Case - University of Caen Normandie

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Open Badges for distance learning gamification and soft skills recognition

Emilie Lenel and Isabelle Duchatelle, from University of Caen Normandie, France, present how they use Open Badges to enhance students’ engagement in distance learning and for recognising students’ non-academic skills.

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Case - University of Caen Normandie

  1. 1. UNIVERSITÉ CAEN NORMANDIE «  LA BADGERIE NORMANDE »  Open badges for distance learning gamification and soft skills recognition OBF Webinar – May 21st, 2019 EMILIE LENEL, INSTRUCTIONAL DESIGNER ISABELLE DUCHATELLE, VICE-PRESIDENT UNIVERSITÉ DE CAEN NORMANDIE
  2. 2. ABOUT US •  University of Caen Normandy ▪  Student population of over 29,000 ▪  On 6 campuses in Caen and 5 more in the Normandy region at Cherbourg-Octeville, Alençon, Lisieux, Saint-Lô and Vire. •  Centre d’Enseignement Multimédia Universitaire ▪  Supports the transformation of teaching practices and learning programs redesigns ▪  40 distance learning programs ▪  30 people : instructional designers, video makers, graphic designers etc. ▪  5 platforms : 4 moodle – 1 mahara
  3. 3. Source : Open Badge Passport > Galery > Badges map (May 17th, 2019)
  4. 4. UNIVERSITÉ CAEN NORMANDIE WHY OPEN BADGES AT UNIVERSITY OF CAEN ?
  5. 5. WHY OPEN BADGES AND WHICH AUDIENCE ? For the 1st experimentation year : 2 different audiences, 2 complementary objectives : • Lifelong learning students (Social & Health Management Distance Master’s degree) : ▪  Prevent dropout in distance learning • Initial education and work-linked training students (Bank Finance Insurance) ▪  Recognize « soft skills »
  6. 6. UNIVERSITÉ CAEN NORMANDIE PILOT #1 USE OPEN BADGES TO PREVENT STUDENT DROPOUT IN DISTANCE LEARNING
  7. 7. DISTANCE LEARNING •  Statement : learners dropout occurs quite often in distance learning. ▪  Voluntary : learners just wanted to access resources or discover new educational methods ▪  Involuntary : feelings of isolation and solitude or related to life situation or lack of time •  Consequence : rate of graduation often > in face-to-face training compared to distance learning •  Persistence in distance learning => importance of collaborative/cooperative activities, promote learning communities & tutoring ++ •  Open-badges: to gamify courses, involve learners at the beginning of the course, keep learners motivated and actively involved (participation, discussions, learning community)
  8. 8. BADGE EXPERIMENTATION CONTEXT PILOTE 1 •  Social & Health Management Distance Master’s degree •  Public : 110 lifelong learners – worldwide located •  Teaching unit « Management et Communication » : ▪  2 modules with collaborative group work (10 groups of 11 students) •  Participation and encouragement badges – multiple levels ▪  Make the learner a « Player in his own learning » ▪  Encourage learners motivation to work together ▪  Develop exchanges and team spirit within groups Objec&ve : prevent learners dropout
  9. 9. AWARDED BADGES MODULE MODULE 1 2 Module 1 : Communication et Information Scientifique · JAN FEB MAR APR MAY STARTS INTERACTION PERSONAL WORK PRODUCTION Reduce students dropout ACTEUR DE MON APPRENTISSAGE FORUM CONTRIBUTION PEERS ASSESSMENT Encourage engagement ESPRIT D’ÉQUIPE Module 2 : Management Équipe et Communication 100% 59% 90% 56% 90%
  10. 10. BADGES AWARDING CRITERIA « ACTEUR DE MON APPRENTISSAGE » Automatic awarding Forum ac&vity achievement : learner must post 2 messages or replies Publish individual assignement (individual audit of working group assignement) Ac&vi&es achievements resources and working instruc&ons view Automatic awarding Automatic awarding
  11. 11. BADGES AWARDING CRITERIA « ESPRIT D’ÉQUIPE » LEVEL 1 2 liked posts on group forum Manual awarding
  12. 12. BADGES AWARDING CRITERIA « ESPRIT D’ÉQUIPE » LEVEL 2 Contribu&on on work group project Peers assessment Badge is awarded if grade >=65 % Automatic awarding
  13. 13. AND SINCE 2017 « STARTING BLOCK » CHALLENGE •  Key elements to start a distance learning program : ▪  Be aware of the program organisation (rules, key contacts, assessment conditions etc.) ▪  Communicate with his tutor and peers Students who can contribute and work with peers (they may never met) are more likely to complete their program successfully ▪  Be motivated and determined •  BADGE « Starting block student » => deployed on distance learning programs– dedicated general information course
  14. 14. “STARTING BLOCK” CHALLENGE •  Challenge expectations : ▪  Read study handbook ▪  Answer quiz with 60% success ▪  Introduce him/her-self to learning community (forum) •  Those 3 activities completion activate the badge
  15. 15. OUR FEEDBACK •  Key figures 18/19 for badge « Starting block » ▪  Implemented on all distance learning programs ▪  Total : 904 concerned learners / 225 awarded badges / 30% •  Pedagogical point of vue ▪  « Starting block » : to be activated at the early beginning of the program •  Can be a condition to open other modules / badges as learning milestones •  Efficiency not yet measured : analysis planned end of S2 ▪  Badges « Acteur de mon apprentissage » and « Esprit d’équipe » (MSS) •  Students were fully engaged ! •  Decrease of ghosts in collaborative activities + increased exchanges on forum activities. •  Technical point of vue ▪  Can’t automate all badges (some of our activities achievements are not available in Moodle)
  16. 16. WHAT ABOUT OUR STUDENTS FEEDBACKS ? •  http://pod.unicaen.fr/video/0030-les- badges-outil-dimplication-des-etudiants- temoignages-etudiants-master- management-du-social-et-de-la-sante-a- distance/ 16
  17. 17. UNIVERSITÉ CAEN NORMANDIE PILOT #2 OPEN BADGE AS TOOL TO RECOGNIZE LEARNERS « SOFT SKILLS » TEACHING MANAGER : SYLVIE CIEPLY INSTRUCTIONAL DESIGNER: EMILIE LENEL
  18. 18. THE DIPLOMA DOES NOT RECOGNISE ALL COMPETENCIES DEVELOPED BY STUDENTS TECHNICAL – PROJECT MANAGEMENT– SOFT SKILLS
  19. 19. OPEN BADGE BADGE OUVERT 250 STUDENTS PÔLE FINANCE IAE CAEN
  20. 20. HIGHLY CONSIDERED BY EMPLOYERS Perseverance Self Esteem CommunicaGon « Les soJ skills pourraient avoir des effets importants, voire plus importants sur le marché du travail que des compétences cogniGves » (Gutman et Schoon, 2013) « Certains soJ skills expliquent une parGe des rémunéraGons des jeunes diplômés de master, d’écoles de commerce et d’ingénieurs. Ils vont notamment influencer les plus hauts salaires, … » (Albandea, Giret, 2016) Problem solving Soft skills Curiosity CreaGvity
  21. 21. 12 BADGES ABILITIES, PARTICIPATION, SOLIDARITY, ACHIEVEMENT
  22. 22. 18 BADGES DE CAPACITÉ, PARTICIPATION, SOLIDARITÉ, MÉRITE
  23. 23. 6 SOFT SKILLS BADGES 4Cs OCDE REFERENTIAL + 3 LIFE SKILLS
  24. 24. ATTRIBUTION BADGE IS MANUALLY AWARDED BY TEACHING MANAGERS WITH THE JURY DIPLOMA JURY TO STUDENTS RECOMMENDED BY TEACHERS AND CFA (APPRENTICE TRAINING CENTER) TO STUDENTS RECOMMENDED BY THEIR PEERS STUDENTS CAN APPLY
  25. 25. DEDICATED COURSE ON OUR ECAMPUS MOODLE LMS hIps://ecampus.unicaen.fr/course/view.php?id=27370
  26. 26. WHAT ABOUT THE LEARNERS FEEDBACK ? •  http://pod.unicaen.fr/video/0031-les- badges-outil-devaluation-des- competences-soft-skills-et-de- valorisation-professionnelle- temoignages-etudiants-master-2- charge-daffaires-entreprises-et- institutions-en-alternance/
  27. 27. RESULTS – AWARDED BADGES SINCE 2 YEARS •  265 softskills / lifeskills badges •  + de 1200 gamification badges (inc. «starting block student »)  •  630 participation badges (alumni network (social network for formal students), mooc « Enseigner dans le supérieur » unicaen teachers community) * •  90 submited badge applications ▪  61% approved ▪  35% acceptance rate * Excluded conferences par&cipa&on badges
  28. 28. KEYS OF SUCCESS (1/2) •  At university level : ▪  University project : politically supported by our VP ▪  Multi-disciplinary community project team, and teaching team involved ▪  Involve students in the reflexion, assessment to be in a continuous improvement process •  Audit led by our HR master’s degree students •  Outside university : ▪  Being part of « Reconnaître » and our regional informal community : « Badgeons la Normandie » ▪  Involve professionals in the project, reflexion, badge design
  29. 29. KEYS OF SUCCESS (1/2) •  Tool ▪  Acquisition of OBF licence (inc. Moodle plugin) •  Process ▪  Co-create badges with students > badge value ++ ▪  Prefer badge applications (recipients acceptation >) : •  OBF badge applications •  QR codes posters •  Communication ++
  30. 30. WHAT’S NEXT ? Badges to recognise students engagement Badges for Interna&onal mobility Badges for disciplinary skills -> change prejudiced and long lived ideas Micro-cer&fica&ons for macro-capitaliza&ons (@pierrebeust)
  31. 31. KEY VIGILANCE POINTS • Be agile : start with a small scale experimentation and develop progressively to adjust the model • Plan HR in design, deployment and support. • Teaching team implication is key ! • How to manage large cohorts ?
  32. 32. UNIVERSITÉ CAEN NORMANDIE Q&A CONTACT US TWITTER : @CEMUCAEN @EMILIELENEL @IDUCHATELLE

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