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Badges and Microlearning: The Perfect Match
The document discusses the integration of digital badges and microlearning in educational contexts, emphasizing badges as indicators of accomplishment with linked metadata. It outlines how microlearning consists of brief, focused learning sessions designed to reinforce understanding, while highlighting the importance of learner persistence and motivational factors in effective learning. Additionally, it presents strategies for successfully implementing badging systems and microlearning approaches, supported by case study results showing their impact on student engagement and performance.
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Badges and Microlearning: The Perfect Match
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- 2. CAL STATE FULLERTONFACULTY MASTER OF SCIENCE INSTRUCTIONAL DESIGN & TECHNOLOGY Lindsay O’Neill jloneill@fullerton.edu • Case Study • Program Design Dr. Cynthia Gautreau cgautreau@fullerton.edu • Badges • Microlearning Dr. Barbara Glaeser bglaeser@fullerton.edu • Learner Persistence
- 3. GET READY TORESPOND We’ll use Kahoot! for a survey and terminology overview.
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- 7. DIGITAL BADGE DEFINITION •Digitalbadges are an indicator of accomplishment. Better than certificates, they have metadata which links back to show what student did to earn it. •Badges are also known as microcredentials!
- 8. DIGITAL BADGES ANDHIGHER EDUCATION o New to higher education o Stole the idea from Boy Scouts, video games, and others o First appeared in 2011, in a white paper by Mozilla Foundation, Peer 2 Peer University, in collaboration with The MacArthur Foundation.
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- 10. Too young toremember Pac Man-- what about The Walking Dead?
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- 12. DIGITAL BADGES: THREEPARTS Issuer creates and awards the badge Recipient receives the badge from issuer Consumer views the badge on LinkedIn
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- 17. MICROLEARNING DEFINITION •Definition: fewseconds to 15 minutes! Often 4 minutes or less. •Or, as long as it takes to cover a learning objective (or two).
- 18. MICROLEARNING DESIGN STRATEGIES •Learningthat happens in small bursts –Focus on ONE learning objective. –Typically includes a short high quality video –Often 4 minutes or less of instruction –Ask the learner to demonstrate their knowledge (less focus on answering questions---show what you can do!)
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- 20. LEARNER PERSISTENCE ● Thispart contains SCIENCE which may cause confusion. ● PERSISTENCE IS RECOMMENDED FOR MAXIMUM UNDERSTANDING Self-Determination Theory: The ability of a learner to self-regulate which involves learning to control behavior in a learning environment.
- 21. THE SELF-REGULATED LEARNER Learnerswho can self- regulate are more effective because they: • Are aware of learning as it happens. • Over time, they learn what behaviors result in maximum learning. • Learn to do apply these behaviors strategically to a variety of learning situations. These behaviors are strongly influenced by motivation. To encourage motivation, we need to “energize” the learner (Deci, Vallerand, Peletier, and Ryan, 1991). Badging does this!
- 22. HOW DOES BADGINGENERGIZE THE LEARNER? Need for COMPETENCE Badging tells the learner he or she has met the learning goals, and thus, are competent in that topic/activity/skill Need for RELATEDNESS Badging helps the learner relate to the instructor and peers when they see themselves on the Leader Board Need for AUTONOMY Badging rewards the learner for regulating their learning in ways that resulted in success! ENERGIZATION with badges is based on three goals of behavior:
- 23. SO HOW DOWE APPLY THIS KNOWLEDGE? BADGING WILL BE MOST SUCCESSFUL IF: The learner values badges as a reflection their true learning competence. • Give choice to the learner to earn badges or skip them. 1.
- 24. SO HOW DOWE APPLY THIS KNOWLEDGE? BADGING WILL BE MOST SUCCESSFUL IF: Badges are not seen as “rewards” that are bestowed capriciously by the instructor, which removes the need for autonomy and control. • Set badging up so that the learner sees it as an activity under their control - again, choice is important. 2.
- 25. SO HOW DOWE APPLY THIS KNOWLEDGE? BADGING WILL BE MOST SUCCESSFUL IF: The learner can portray him or herself in the most positive social light, which meets the need for relatedness. • Allow learners to opt out of the leader board 3.
- 26. Four Types ofLearner: •Aggressive independent (AI)—High in energy with little need for approval, they prefer to work alone and are frequently disorganized and impulsive. Direct with others, they prefer to solve situations in real time, not proactively. •Passive independent (PI) —Low in energy with little need for approval, they prefer not to participate and may act contrarily to their own best interests. Frequently underachieving, they may develop negative feelings toward per-sonal academic ability. •Aggressive dependent (AD)—High in energy with high need for approval, they are motivated to participate and actively seek help outside of class. Though frequently high achievers, peer esteem increases stress instead of satisfaction. •Passive dependent (PD)—Low in energy with high need for approval, they are compliant and nonconfrontational. Gentle and caring, their need for approval causes disagreement and criticism to be interpreted as personal rejection DO LEARNER CHARACTERISTICS MATTER? (Fanferelli & Mcdaniel, 2015)
- 27. DO LEARNER CHARACTERISTICSMATTER? (Fanferelli & Mcdaniel, 2015) •44 participants enrolled in either a Badged or Unbadged Web and Graphic Design Courses. •Students could view their own badges but not others. •Results: –Satisfaction with the course was highly related to the number of Badges earned. –Passive Dependent (PD) learners performed significantly worse than Aggressive Dependent (AD) learners in Badged courses than Unbadged courses for engagement and reflective and integrative learning. –Why? • Even though both groups have a high need for approval that Badges provided, it seemed that the higher energy levels from ADs resulted in higher performance beyond the earning of badges. –So what? • Dependent learners will benefit from badging systems that offer badges more frequently, during regular intervals, to provide a more consistent source of potential approval
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- 29. • Regional university •40,000 students • Pressure to scale up library instruction SETTING
- 31. TECHNOLOGY Design & Development •Software: Articulate Storyline 2 • Tutorials packaged as SCORM Implementation • Badges module added onto Moodle • SCORM packages embedded into library course • Badges set up to issue for 100% score on tutorials
- 32. TUTORIAL STRUCTURE Services & Collections Services Research services Librariansvs. Circulation vs. Interlibrary Loan Collections Kinds of materials How to locate
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- 34. PROGRAM SUCCESS Meta-Badge 1,074 badges issued TutorialBadges 5,744 badges issued (About 1,000 hours of instructional time) In last 13 months:
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- 36. PROGRAM DESIGN • Startwith the big picture • Badge programs should be: –Hierarchical –Organized • Badge art should convey meaning University of Central Florida Spark Tutorials
- 37. CHUNK YOUR LEARNINGACTIVITIES • Tutorials of 15 minutes or less to earn low-level badge • Higher-level badges might take more time – but be conscientious of time to completion
- 38. AN EFFECTIVE PROGRAMUSES THE BACKWARD DESIGN MODEL
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- 46. SUMMARY • Badges =microcredentials • Microlearning = 4 to 15 minutes • Digital badges = motivational • Design thoughtfully!
- 47. QUESTIONS? Lindsay O’Neill jloneill@fullerton.edu Dr. CynthiaGautreau cgautreau@fullerton.edu Dr. Barbara Glaeser bglaeser@fullerton.edu Slides: jlindsayoneill.com/perfectmatch CAL STATE FULLERTON FACULTY MASTER OF SCIENCE INSTRUCTIONAL DESIGN & TECHNOLOGY