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Micro credentialing and open badges


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Conference ICT in Practice. Eindhoven, 7-2-2020

Published in: Education
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Micro credentialing and open badges

  1. 1. Micro-credentialing and (open) badges Robert Schuwer 1
  2. 2. Promise FHICT • Each student can create its own program • This should be made visible on the final certificate (diploma) • Micro-credentialing and open badges seem appropriate means to accomplish this 2
  3. 3. Micro-credential and (open) badges (Witthaus et al, 2016) < course Micro-credential Or other organisations (Open) badge Made visible with Provides information for 3
  4. 4. Three important terms around badges • Endorsement: – The public declaration by a third party that a badge is in accordance with their values, i.e. those that are most meaningful and useful to them • Recognition: – Indication that the performance delivered by a person and displayed by a badge has a value. • Credentialisation: – Assigning value to an achievement made by a person and displayed by a badge (e.g. by giving credits for it) (Witthaus et al, 2016) 4
  5. 5. Example I am a student at FHICT. When I was in Highschool I have finished a Massive Open Online Course on Cryptography offered by Stanford University. I want this to be part of my program at FHICT. 5
  6. 6. Endorsement Stanford University declares my achievement is according to what they consider sufficient. They make this visible by assigning me a (digital) badge. 6
  7. 7. Recognition FHICT declares the badge I have earned is valuable for my program: • Level is sufficient • Knowledge and skills gained fit within the profile of a FHICT program • Sufficient proof available that I have accomplished the achievement 7
  8. 8. Credentialisation FHICT awards 3 ECTS credits for my accomplishment and makes this visible with assigning me a FHICT badge 8
  9. 9. Open badges 9
  10. 10. TUE: Example badges (Van der Heijde & Scheel, 2018) 10
  11. 11. TEC4Society project: exploration 1. How can the value of micro-credentials be determined and what role do badges play in this? 2. What consequences do these developments have on forms of assessment leading to micro-credentials or on the method of assessment for the recognition of micro- credentials? 11
  12. 12. Other experiences • Pilot study SURF (Lennart de Graaf) – Technical infrastructure • Master thesis Pascal Dauphin – Process of recognition and creditalisation should be Objective, Verifiable, Reliable, Visible (Dauphin, 2020) 12
  13. 13. Results • Difficult for formal educational programmes to recognise informal learning • How to trust reliability of endorsement by an unknown third party? • A program teaches more than is necessary for a diploma. This should be acknowledged and made visible • Badges can increase visibility of recognition • Difficult to make clear decisions on level and content • Main challenge is creating an organizational “badge-structure” 13
  14. 14. Questions for FHICT • Do we want to recognize endorsements made by unknown third parties? If so, how? – Objective, Verifiable, Reliable, Visible (Dauphin, 2020) • What organizational “badge structure” is optimal? – How to design badges? – How to avoid a combinatorial explosion of badges? – How to organize this as lean as possible? • How to assure availability of badges for students lifelong? • How to protect from tampering with evidence? • … 14
  15. 15. Therefore needed • A vision for FHICT on micro-credentialing and (open) badges • Experiencing with assigning badges – Each semester a badge 15
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  17. 17. Colophon This presentation is adapted from a previous version with authors Desirée Joosten-ten Brinke and Robert Schuwer Images • Boy Scout Badges. PD Junior Libby. • Cryptography. CC0 Tumbledore. • Seal of approval. CC0 OpenClipart-Vectors. • Thumbs up. CC0 Clker-Free-Vector-Images. • Open badges. • Thank you. CC0 RawPixel References Dauphin, P. (2020). Laat zien wat je kan. MSc thesis Open Universiteit Heerlen. Van der Heijde, J. & Scheel, L. (2018). Badges. Technische Universiteit Eindhoven. en-microcredentialing-18-juni-2018/seminar-badges-en-microcred_tue-pilot-badges.pdf Witthaus, G., Inamorato dos Santos, A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016). Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371 17