Download to read offline
![real examples from practice: #lthechat
recognition
“Participation has been its
own reward. It was a
complete surprise when I
was awarded the
communities inaugural
Golden Tweeter award. It
was an honour to receive
the first but at the time I
imagined many more
would quickly follow. I
suspect the fact that
there has only been one
subsequent award has
helped to hold the
perceived value. The
Golden Tweeter badge is
a source of pride but I’d
like to think its enhanced
my loyalty to the
community and not my
arrogance.”
Prof. Simon Lancaster
Chemical Education,
National Teaching
Fellow
University of East Anglia
Simon Rae
Retired Lecturer in
Professional
Development
Open University
“The Golden Tweeter Award
meant a great deal to me. It
came as a very nice surprise
that I wasn’t expecting
although, to be honest, it
was an honour that I did
covert! To be awarded
the Golden Tweeter
Badge by a group of my
peers for participating and
taking part was very
pleasing. […] awarded by
my peers for my
contribution to a great
activity. I’ve spent my
working life giving to and
taking part in education and
#LTHEchats have afforded
me the opportunity, now
I’m retired, for continuing
contact and a sense of
involvement with HE – plus
I like to think that
sometimes I can contribute
helpfully to the
discussions. Plus I enjoy
doing the cartoons and
seeing them retweeted!”](https://image.slidesharecdn.com/cntlcbadgesdebateyestobadges-151026135233-lva1-app6892/75/Badges-in-HE-exploring-the-potential-presentation-used-for-the-TLC-debate-7-2048.jpg)
![real examples from practice: from own use
to using with students
Haleh Moravej
Senior Lecturer in
Nutritional Sciences
Manchester
Metropolitan
University
Light bulb moment
“Receiving the TLC was really exciting. As a creative individual I am more interested in
the task rather than the piece of paper afterwards but increasingly it is important to
showcase personal CPD and the badge platform is an easy, visual and fun way to
store and showcase all I have done in a snapshot.
[…]
MetMUnch students have started receiving Credly badges for different inputs
throughout their MetMunch journey of community, employability, creativity and
sustainability. The students can celebrate their individuality and personal strengths
rather than academic skills. We have found that students get very excited and want to
collect different ones which means that sometimes they have to step out of their
comfort zone and become leaders or organisers even if they have never done it
before.”](https://image.slidesharecdn.com/cntlcbadgesdebateyestobadges-151026135233-lva1-app6892/75/Badges-in-HE-exploring-the-potential-presentation-used-for-the-TLC-debate-10-2048.jpg)
![References 1/2
• Bandura, A. (1986) Social foundations of thought and action: A social cognitive theory. Englewood Cliffis, NJ: Prentice-Hall
• Baxter Magolda, M. B. (2008) Three elements of self-authorship, Journal of College Student Development, 49 (4), pp. 269-284
• Blackmore, P. & Castley, A. (2006) Capability development in universities. London: Leadership Foundation for Higher Education.
• Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at
http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm
• Conole, G. (2013b) MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs [Preprint],
e-LiS, available at http://eprints.rclis.org/19388/
• Cousin, G. (2009) Researching Learning in Higher Education. An Introduction to Contemporary Methods and Approaches, Oxon: Routledge.
• Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdD thesis, University of Lincoln,
available at http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf
• Deci, E.L., Ryan., R (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
• Dransfield, M. (2015) Linking learning and industry with open badges, Shaping the future of learning together, ALT Conference 2015,
available at https://altc.alt.ac.uk/2015/sessions/linking-learning-and-industry-with-open-badges-809/ [accessed 20 October 2015]
• Evans-Greenwood, P., O’Leary, K. & Williams, P. (2015) The paradigm shift. Redefining education, Australia: Centre for the Edge, Deloitte
Touche Tohmatsu. , available at http://landing.deloitte.com.au/rs/761-IBL-328/images/deloitte-au-ps-education-redefined-040815.pdf
• Fogg, B. J. (2009) A Behavior Model for Persuasive Design. Persuasive 2009 Conference, California, available at
http://bjfogg.com/fbm_files/page4_1.pdf
• Grant, S. L. (2014) What Counts As Learning: Open Digital Badges for NewvOpportunities. Irvine, CA: Digital Media and Learning Research
Hub, available at https://www.academia.edu/8022569/What_Counts_As_Learning_Open_Digital_Badges_for_New_Opportunities
• Hole, A. (2014) Open Badges: exploring the potential and practicalities of a new way of recognising skills in higher education, in: Journal
of Learning Development in Higher Education, Special Edition: Digital Technologies, Nov. 2014, available at
http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=281 [accessed 20 October 2015]
• Husserl, E. (1983) General Introduction to a pure phenomenology (first book), Ideas pertaining to a pure phenomenology and to a
phenomenological philosophy, translated by Kersen, F, The Hague: Martinus Nijhoff Publishers, available at
http://www.dhspriory.org/kenny/PhilTexts/Husserl/Ideas1.pdf [accessed 10 October 2015]
• Jackson, N. (2014) Towards a Lifewide Curriculum, Lifewide Magazine, Issue 9, March 2014, Special Edition LIFEWIDE EDUCATION’S
LEARNING LIVES CONFERENCE . Encouraging, Supporting and Recognising Lifewide Learning in Universities & Colleges, pp. 18-22 available
at http://www.lifewidemagazine.co.uk/uploads/1/0/8/4/10842717/lifewide_magazine_9.pdf](https://image.slidesharecdn.com/cntlcbadgesdebateyestobadges-151026135233-lva1-app6892/75/Badges-in-HE-exploring-the-potential-presentation-used-for-the-TLC-debate-17-2048.jpg)
![References 2/2
• King, H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue
5.4, Dec. 2004, pp. 1-5, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf
• Law, J. (2004) After method: Mess in social science research, Abingdon: Routledge.
• Mainka, C. (2007) Putting Staff first in Staff Development for Effective Use of Technology in Teaching, in: British Journal of Educational
Technology, Vol. 38, No. 1, pp. 158-160.
• Punch, K. F. (2014) Introduction to Social Research, Quantitative & Qualitative Approaches, 3rd edition, London: Sage.
• Ravet, S. (2013) Punished by Open Badges? Why Open Badges Could Either Kill or Cure Learning? In: Europortfolio, Newsletter 3, Sep-Dec
2013, pp. 4-6, available at http://www.eportfolio.eu/sites/default/files/europortfolio_newsletter_september_december_2013.pdf
• Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. Stoyanov, S. and Hoogveld, B. (2011) The Future of Learning:
Preparing for Change. European Commission Joint Research Centre Institute for Prospective Technological Studies EUR 24960 EN
Luxembourg: Publications Office of the European Union, available at http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719
• Ryan, R. & Deci, E. (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, in:
American Psychologist, Vol. 55, No. 1, January 2000, pp. 68-78, available at https://home.ubalt.edu/tmitch/641/deci_ryan_2000.pdf
[accessed 15 October 2015]
• Shapiro, E. S. (1984) Self-monitoring procedures, in: Ollendick, T. H. & Hersen, M. (eds.) Child behavior assessment. Principles and
procedures, New York: Pergamon: pp. 148-165
• TESEP (2007): Transforming and Enhancing the Student Experience through Pedagogy, Scottish Funding Council, e-Learning
Transformation Programme, JISC, available at
http://webarchive.nationalarchives.gov.uk/20140702233839/http://www.jisc.ac.uk/media/documents/programmes/elearningsfc/sfcboo
klettesep.pdf
• The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx
• Zimmerman, B. J. (1989) A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, 81 (3), 329-339
Also check out Digital Badges research at https://sites.google.com/site/digitalbadgeresearch/](https://image.slidesharecdn.com/cntlcbadgesdebateyestobadges-151026135233-lva1-app6892/75/Badges-in-HE-exploring-the-potential-presentation-used-for-the-TLC-debate-18-2048.jpg)
Uploaded byChrissi Nerantzi
Badges in HE, exploring the potential >>> presentation used for the TLC debate
The document discusses the evolving role of digital badges in higher education, highlighting a shift from traditional credentials to more integrated forms of recognition based on social connections and community involvement. It presents various examples where badges have been utilized for recognizing achievements and professional development, emphasizing their potential to enhance personal portfolios and career prospects. The discussion reflects on how badges can empower individuals by moving the recognition of learning from institutions to communities and individuals themselves.
More Related Content
Similar to Badges in HE, exploring the potential >>> presentation used for the TLC debate
Badges in HE, exploring the potential >>> presentation used for the TLC debate
- 1. Badges debate: Isthere a role for badges in higher education? Chrissi Nerantzi @chrissinerantzi: “I am an academic developer with an open mind” 26 Oct 2015
- 2. “First is theshift from a traditional, formal education, to work- integrated learning.” (p. 6) What does this mean for all of us? Patchwork awards/degrees? Universities, Employers, Prof. Bodies, open communities? From separation to integration (Evans-Greenwood et al., 2015) “The next generation is increasingly defining itself in terms of their social graph – their interests, activities and relationships with other individuals – rather than institutional badges such as credentials or affiliations.” (p. 15) “Second is the emerging trend for employers to move away from using formal credentials as the gold standard against which all candidate employees are measured. “ (p. 6) (p. 28)
- 3. Professionalisation of teaching inHE (UK) • Initial professional development • Teaching qualifications • Continuing professional development • Professional recognition • Good standing and CPD • Conception that only formal CPD is proper CPD? (King, 2004; Crawford, 2009) • non-formal, practice-based activities also CPD > the “invisible curriculum” (Blackmore & Castley, 2006) • after PgCert no engagement in CPD (TESEP, 2007) > no formal engagement perhaps? academic CPD … a lot of it remains invisible?
- 4. Badges: Digital stickerswith metadata (that can be shared easily on the web) achievement recognition community playfulness (self)-motivator(Bandura,1986) UPDATED AFTER WEBINAR Multiple uses of badges… towards a typology of open badges momento
- 5. • 9 Dec15 http://bryanmmathers.com/badge- taxonomy-v0-2/
- 6. real examples frompractice: @byod4l achievement “I wanted to participate in the #BYOD4L course in order make connections with others in my field and develop my understanding and knowledge. Receiving recognition via Open Digital Badges from my peers for my achievements for different aspects of the course and actually being able to share the evidence of my learning was a real bonus and made my learning experience all the more special. The fact that I was also able to obtain an overarching Open Digital Badge for completion of the #BYOD4L course as well as individual badges representing skills such as Collaboration and Communication appealed to me as a way of enhancing my CV and evidencing and verifying my claims.” Debbie Baff Senior Academic Developer Swansea University From Jan 2015
- 7. real examples frompractice: #lthechat recognition “Participation has been its own reward. It was a complete surprise when I was awarded the communities inaugural Golden Tweeter award. It was an honour to receive the first but at the time I imagined many more would quickly follow. I suspect the fact that there has only been one subsequent award has helped to hold the perceived value. The Golden Tweeter badge is a source of pride but I’d like to think its enhanced my loyalty to the community and not my arrogance.” Prof. Simon Lancaster Chemical Education, National Teaching Fellow University of East Anglia Simon Rae Retired Lecturer in Professional Development Open University “The Golden Tweeter Award meant a great deal to me. It came as a very nice surprise that I wasn’t expecting although, to be honest, it was an honour that I did covert! To be awarded the Golden Tweeter Badge by a group of my peers for participating and taking part was very pleasing. […] awarded by my peers for my contribution to a great activity. I’ve spent my working life giving to and taking part in education and #LTHEchats have afforded me the opportunity, now I’m retired, for continuing contact and a sense of involvement with HE – plus I like to think that sometimes I can contribute helpfully to the discussions. Plus I enjoy doing the cartoons and seeing them retweeted!”
- 8. real examples frompractice: #lthechat belonging “I have participated within the LTHEchats for some time now, and know that the community, which is behind the blue bird, is both supportive and welcoming. It is a community where people from a range of jobs and experiences come together to share and discuss ideas, collaborating and communicating with each other. Everyone is welcome. I know this and I want others to be aware of our existence and to join us.” Ian Wilson Ian Wilson Senior Lecturer in Primary Education York St John University Debbie Baff Senior Academic Developer Swansea University From January 2015 “I feel that being able to showcase the #LTHEChat Badge on my blog demonstrates that I feel part of the community and also shows my commitment to the academic community and to the open agenda in general. It also allows me to demonstrate that I undertake informal Continued Professional Development on a regular basis thus providing support for my commitment to lifelong learning.
- 9.
- 10. real examples frompractice: from own use to using with students Haleh Moravej Senior Lecturer in Nutritional Sciences Manchester Metropolitan University Light bulb moment “Receiving the TLC was really exciting. As a creative individual I am more interested in the task rather than the piece of paper afterwards but increasingly it is important to showcase personal CPD and the badge platform is an easy, visual and fun way to store and showcase all I have done in a snapshot. […] MetMUnch students have started receiving Credly badges for different inputs throughout their MetMunch journey of community, employability, creativity and sustainability. The students can celebrate their individuality and personal strengths rather than academic skills. We have found that students get very excited and want to collect different ones which means that sometimes they have to step out of their comfort zone and become leaders or organisers even if they have never done it before.”
- 11. CPD badges projects… •Manchester Metropolitan University • University of Sussex • York Saint John University • … • SEDA is running a badges pilot at the moment • Would the HEA consider badges for (Chartered) Fellowship? • Jisc RSC Scotland Open Badges • PhDs?
- 12. Self-issuing badges? Acrazy idea? “Most anticipated outcomes are too far off, or too general, to shepherd specific actions in immediate situations that present many uncertainties and complexities. People have to create for themselves proximal guides and self-motivators for courses of action that lead to distal attainments.” (Bandura, 1986, 336)
- 13.
- 14. What I wastrying to say… I discovered the following after the webinar!!! “Open Badges have much more to offer than improving or enhancing what we are used to. They can provide the means to transform how learning is recognised and organised, moving the locus of power from the institution to the individual and the community. This will not happen by itself. Open Badges are no magic wand or lamp. It will take time and effort to unweave the threads of rewards and incentives smothering innovation and free will.” (Ravet, 2013, p. 6) ADDED AFTER THE WEBINAR
- 15.
- 16.
- 17. References 1/2 • Bandura,A. (1986) Social foundations of thought and action: A social cognitive theory. Englewood Cliffis, NJ: Prentice-Hall • Baxter Magolda, M. B. (2008) Three elements of self-authorship, Journal of College Student Development, 49 (4), pp. 269-284 • Blackmore, P. & Castley, A. (2006) Capability development in universities. London: Leadership Foundation for Higher Education. • Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm • Conole, G. (2013b) MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs [Preprint], e-LiS, available at http://eprints.rclis.org/19388/ • Cousin, G. (2009) Researching Learning in Higher Education. An Introduction to Contemporary Methods and Approaches, Oxon: Routledge. • Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdD thesis, University of Lincoln, available at http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf • Deci, E.L., Ryan., R (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press. • Dransfield, M. (2015) Linking learning and industry with open badges, Shaping the future of learning together, ALT Conference 2015, available at https://altc.alt.ac.uk/2015/sessions/linking-learning-and-industry-with-open-badges-809/ [accessed 20 October 2015] • Evans-Greenwood, P., O’Leary, K. & Williams, P. (2015) The paradigm shift. Redefining education, Australia: Centre for the Edge, Deloitte Touche Tohmatsu. , available at http://landing.deloitte.com.au/rs/761-IBL-328/images/deloitte-au-ps-education-redefined-040815.pdf • Fogg, B. J. (2009) A Behavior Model for Persuasive Design. Persuasive 2009 Conference, California, available at http://bjfogg.com/fbm_files/page4_1.pdf • Grant, S. L. (2014) What Counts As Learning: Open Digital Badges for NewvOpportunities. Irvine, CA: Digital Media and Learning Research Hub, available at https://www.academia.edu/8022569/What_Counts_As_Learning_Open_Digital_Badges_for_New_Opportunities • Hole, A. (2014) Open Badges: exploring the potential and practicalities of a new way of recognising skills in higher education, in: Journal of Learning Development in Higher Education, Special Edition: Digital Technologies, Nov. 2014, available at http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=281 [accessed 20 October 2015] • Husserl, E. (1983) General Introduction to a pure phenomenology (first book), Ideas pertaining to a pure phenomenology and to a phenomenological philosophy, translated by Kersen, F, The Hague: Martinus Nijhoff Publishers, available at http://www.dhspriory.org/kenny/PhilTexts/Husserl/Ideas1.pdf [accessed 10 October 2015] • Jackson, N. (2014) Towards a Lifewide Curriculum, Lifewide Magazine, Issue 9, March 2014, Special Edition LIFEWIDE EDUCATION’S LEARNING LIVES CONFERENCE . Encouraging, Supporting and Recognising Lifewide Learning in Universities & Colleges, pp. 18-22 available at http://www.lifewidemagazine.co.uk/uploads/1/0/8/4/10842717/lifewide_magazine_9.pdf
- 18. References 2/2 • King,H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue 5.4, Dec. 2004, pp. 1-5, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf • Law, J. (2004) After method: Mess in social science research, Abingdon: Routledge. • Mainka, C. (2007) Putting Staff first in Staff Development for Effective Use of Technology in Teaching, in: British Journal of Educational Technology, Vol. 38, No. 1, pp. 158-160. • Punch, K. F. (2014) Introduction to Social Research, Quantitative & Qualitative Approaches, 3rd edition, London: Sage. • Ravet, S. (2013) Punished by Open Badges? Why Open Badges Could Either Kill or Cure Learning? In: Europortfolio, Newsletter 3, Sep-Dec 2013, pp. 4-6, available at http://www.eportfolio.eu/sites/default/files/europortfolio_newsletter_september_december_2013.pdf • Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. Stoyanov, S. and Hoogveld, B. (2011) The Future of Learning: Preparing for Change. European Commission Joint Research Centre Institute for Prospective Technological Studies EUR 24960 EN Luxembourg: Publications Office of the European Union, available at http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719 • Ryan, R. & Deci, E. (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, in: American Psychologist, Vol. 55, No. 1, January 2000, pp. 68-78, available at https://home.ubalt.edu/tmitch/641/deci_ryan_2000.pdf [accessed 15 October 2015] • Shapiro, E. S. (1984) Self-monitoring procedures, in: Ollendick, T. H. & Hersen, M. (eds.) Child behavior assessment. Principles and procedures, New York: Pergamon: pp. 148-165 • TESEP (2007): Transforming and Enhancing the Student Experience through Pedagogy, Scottish Funding Council, e-Learning Transformation Programme, JISC, available at http://webarchive.nationalarchives.gov.uk/20140702233839/http://www.jisc.ac.uk/media/documents/programmes/elearningsfc/sfcboo klettesep.pdf • The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx • Zimmerman, B. J. (1989) A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, 81 (3), 329-339 Also check out Digital Badges research at https://sites.google.com/site/digitalbadgeresearch/
- 19. Friday, the 23October 2015, Getting ready for Monday Preparing for the webinar
- 20. Badges debate: Isthere a role for badges in higher education? Chrissi Nerantzi @chrissinerantzi: “I am an academic developer with an open mind” 26 Oct 2015
Editor's Notes
- #2 Hello everybody, First of all I would like to thank my colleague Rod Cullen for suggesting this debate with Prof. Ale Armellini and Ale for saying yes. ------------------------------- For today’s debate Edmund Husserl’s (1983) definition of phenomenology has provided me with a very useful lense. It enables me to suspend judgement and adopt an approach that is embracing, respecting everything as a source of insight and accepting all possibilities. I am sure Ale feels the same. -------------------------------- Ok, who am I? I am not a badges expert. I am not a badges evangelist. I have no financial gains from badges or work with or for any badges organisation. I am a curious academic developer who loves to experiment. I am currently experimenting with the applications of badges in the area of academic CPD/professional development of colleagues who teach or support learning in higher education. Yes, I can see the potential and opportunities open badges present for academic CPD. As this is the context of my work, I will focus on the use of badges in this area. --------------------------------------------------------------- Our world is not black and white. We have colours, tones and shades. It is THIS colour vision I would like to share with you. ----------------------------------------------------------------- --- extra bits <<<We probably all agree with Keith Punch (2014, 4) who said that “in our culture research is THE way of answering questions, solving problems and developing knowledge”. We will probably also agree with Law (2004, 11) when he talks about “the messiness of our human world and the challenges this presents to social researchers.” Glynis Cousin (2009, 4) acknowledges that “interpretation is a major part of all research”. Glynis Cousin (2009, 35) also reminds us that the principal purpose of qualitative research is “to get at complex layers of human meaning through interpretive moves”. So we can’t really escape interpretation and what we do is actually present the conceptions of reality as they have been shared by the researched and interpreted by the researcher. And then we add another layer of interpretation when we refer to the research carried out by others. Right? <<<
- #3 Christine Redecker and colleagues [et al.] (2011) from the European Commission observed that learning is becoming more informalised, collaborative and personalised, while Grainne Conole (2013) and others, have observed that the boundaries between formal and informal learning are blurring . Norman Jackson (2014) emphasises the need for a more open and lifewide curriculum. A very recent report by Deloitte you see on the slide, speaks about a shift in education>>> from separation to integration. We are all experiencing this. If education and learning are changing, and they do change all the time, how can we insist that (recognised) credentials will remain the same and nothing else can or will work? If we educators have a closed mind, how can we expect our students to open theirs? I think we really need to be flexible, responsive and resourceful to make this work for individuals, educational establishments, the job market and society as a whole. Self-organised and self-packaged learning and development in bites is normality for many of us already. I struggle to understand why some people think that it is a bad thing to get something for informal and open learning for example… After all, we get a degree for formal learning/education. Does this mean we have engaged more, that we have learnt more or engaged in deeper learning, if you like? Is formal learning more valuable? Or do we place more value on it? But who is we? I am not a futurologist But it seems that in the future, will we see patchwork awards/degrees… and badges used more… maybe even open degrees… based on a badging system. Is this happening already? It has started happening, I think. Connecting and recognising informal, practice-based and open learning but also activity and engagement is vital. Badges can play a role in this. A bad craftsperson blames their tools. One tool isn’t good for everything. And tools can be used in a variety of ways, often in different ways for what they were designed and intended to be used initially. Because badges are not widely valued at the moment, does this mean they have no value? Remember, every innovation goes through this!!! ---- extra --------------------------------------- Evans-Greenwood, P., O’Leary, K. & Williams, P. (2015) The paradigm shift. Redefining education, Australia: Centre for the Edge, Deloitte Touche Tohmatsu. , available at http://landing.deloitte.com.au/rs/761-IBL-328/images/deloitte-au-ps-education-redefined-040815.pdf
- #4 As we just saw, the landscape of formal, informal, non-formal, lifewide, lifelong and open learning enabled by digital social and mobile technologies is changing not just how students learn but also how educators develop. Teaching in HE has been professionalised in the United Kingdom. Colleagues who teach or support learning can study towards a teaching qualification, all new to HE, usually have to, as part of their probation. And then of course is the opportunity to gain a professional recognition in the form of fellowship categories of the Higher Education Academy (HEA) which are underpinned by the UK Professional Standards Framework. It is now widely recognised that professional development of educators in HE needs to be ongoing (Browne Report, 2010; UK Quality Code, 2012; European Commission, 2013; Helen King, 2004; Christina Mainka, 2007). The Staff and Educational Development Association has CPD requirements in place, as well as the Nursing and Midwifery Council. The HEA introduced Good Standing and is talking about chartered status. I am sure there are other examples out there. The social web, connected learning and development are maximising the opportunities for all of us to develop, often with others. And we do. We connect with colleagues in distributed communities… It is our choice. We are often intrinsically motivated. This type of CPD is proactive as defined by Karin Crawford (2009) or self-driven (Helen King, 2004)… and our engagement is often bite-size. What they, or we, I should say, get out of it are often the connections we make and feeling part of a professional network or community. However, a lot of informal CPD remains invisible… Some claimed that academics don’t do CPD beyond their initial teaching qualification. Is this really the case? Can badges help to capture this otherwise “hidden” or “invisible” CPD? ---- extra ------------------------------------------------------------------ Despite the pressures academics are under they proactively engage in their own professional development to enhance their teaching practice, often in the form of bite-size CPD. (Liz Barnett (2012) talks about digital practitioners but there are more and more colleagues who are new to digital practices who start engaging in digital and open practices, often as learners and this can be really powerful.
- #5 The examples I am going to share are from my own practice and how I have used open badges with colleagues in the context of academic development. We have used badges to capture community (belonging, relatedness), recognise contribution and achievement and we have started exploring badges in the context of play and playful learning which is very much under-used in higher education. These are used as (self-)motivational triggers (Albert Bandura, 1986) and I will explain what I mean. Could badges play the role of an “environmental feedback loop” (Barry Zimmerman, 1989)? – person – environment – behaviour (self-regulated functioning) Are badges less valuable if they don’t represent achievement? Badges can be shared, but they don’t have to! Badges can be issued by others, but they don’t have to! Who issues badges seems to make a difference and effects credibility. Anne Hole (2014, 2) has written that “The fact that Open Badges can be issued by anyone, however, raises concerns abut their credibility and reliability”. While Mark Dransfield’s (2015) research with using badges with students showed that they potentially valued the badges that had employer involvement more. Badges can be issued by an institution, organisation or course, an individual (the tutor for example), a network or community, or by self. I see this (the fact that anybody can issue them) also as an opportunity, freedom and choice that potentially increases criticality, responsibility and trust and indeed self-regulation! The examples presented are linked to informal CPD (and formal CPD, PhD) and provide evidence of the value these badges have for the individuals linked to the above three yellow categories. The authentic voices will speak for themselves. -------------------------------------------------------------
- #7 We also see here the role of the “surprise factor”, documented by BJ Fogg (2009), and the positive impact it has on participation.
- #8 Belonging (relatedness and connectedness), help internalisation and integration (Ryan and Deci, 2000)
- #11 MMU: Centre for Excellence in Learning and Teaching (CELT) informal CPD also part of formative assessment in formal CPD Sussex: Technology-Enhance Learning Team Dr David Walker York Saint John: Technology Enhanced Learning Team Phil Vincent Jisc Regional Support Centre in Scotland > using badges since 2011, developed the Open badges toolkit, Borders College
- #12 I would like to be a bit provocative but only because there is a potential here which we haven’t explored enough yet. We seem to be talking a lot about credibility, external credibility. What if we would issue badges to ourselves? As a form of self-evaluation? Could this also work for peer evaluation? I will frame my personal example within self-authorship as defined by Marcia Baxter Magolda (2008) In simple words self-authorships is: Knowing who we are and why, where we are, who we want to become and why and knowing how we can get there. This means… (3 key elements of self-authorship as defined by Marcia Baxter Magolda (2008) are Trusting The Internal Voice <<<:Gaining control over thoughts and responses, leads to greater confidence in internal voice Building An Internal Foundation<<<: Developing a personal philosophy to guide actions 3) Securing Internal Commitments<<<: Living life authentically; internal voice and foundation are integrated with external world These components become more evident Very complex to achieve when I think about my current experience as a PhD student. What you see on the slide is a snapshot of my journey so far… It is a long journey. I am doing this PhD part-time. Briefly explain the slide Feeling lost, frustrated, stuck, not knowing where I am going and how I can get to the end… but also some moments of hope… Albert Bandura’s words are powerful for me… “Most anticipated outcomes are too far off, or too general, to shepherd specific actions in immediate situations that present many uncertainties and complexities. People have to create for themselves proximal guides and self-motivators for courses of action that lead to distal attainments.” (Bandura, 1986, 336) And if we agree with Richard Ryan and Edward Deci (2000) that “The fullest representations of humanity show people to be curious, vital, and self-motivated” (Ryan & Deci, 2000, 68) I needed to come up with a strategy! ------------------------ extra ---------------------------- >>>Self-Authorship Defined Self-authorship is “the capacity to internally define a coherent belief system and identity that coordinates engagement in mutual relations with the larger world” (Baxter Magolda in Baxter Magolda & King, 2004, p. xxii). The ability to know yourself, know what you know, reflect upon it, and base judgments on it Begins to evolve as students near graduation; more evident in their late 20s/early 30s <<<
- #13 I created a badge using Credly This badge stands for a stage I reached were this particular chapter was oked as a good draft by my supervisors. I couldn’t issue it to myself… a missed opportunity??? There is where we extend the use of the tool beyond the designers intentions. We know that not everybody wants to shout about their achievements, all the time and everywhere in the physical and/or digital world. Our work should speak for who we are and what we stand for. My research in open education has shown among others that individuals actually feel intimidated by people who constantly use their titles, degrees, achievements etc. The same applies to badges. Cheryl Grant’s (2014) research around badges confirms this. On the other hand not all badge owners want to display their badges as for example Mark Dransfield’s (2015) work shows and there are individuals who earnt a badge and don’t collect them. Anne Hole’s (2014) work showed this also. We need to develop an understanding where it is appropriate to share and showcase badges. We might live in an interconnected world, we often assume that it is ok to share everything and be social… but what about our private self? This issue is not unique to badges it has more to do with our self- and social awareness how we manage these. I wouldn’t go around my neighbourhood for example and show them degree certificates… would you? ------------------------------------------------ In this example, sharing actually doesn’t really feature as the badge. It is a sign or process of self-regulation as defined by Barry Zimmerman (1989), an intervention I have found useful, just for me, and my self-motivation. It helps self-observation, self-judgement, self-reaction processes defined as important in the context of self-regulation by Albert Bandura (1986) And there is evidence that self-recording has positive effects on engagement and learning. (Edward Stephen Shapiro, 1984) Other times, badges stand for belonging/relatedness and community, we want to share. The same as wearing a special badged t-shirt to a charity event or a rock festival, or even a keyring we bring back from our holidays. Then the badge could also be a souvenir, a memorabilia. Why not?
- #14 Serve Ravet Ravet, S. (2013) Punished by Open Badges? Why Open Badges Could Either Kill or Cure Learning? In: Europortfolio, Newsletter 3, Sep-Dec 2013, pp. 4-6, available at http://www.eportfolio.eu/sites/default/files/europortfolio_newsletter_september_december_2013.pdf
- #15 When I first met… Ale at the HEA in York in January 2014 and this is what he showed us during his talk… I hope he remembers this… ---------------------------------------------------------------- Accepting that somebody studies towards a degree, undergraduate, postgraduate, doctoral, because of pure pleasure and enjoyment is something I find hard to believe… The degree is an outcome and therefore our activity is extrinsically motivated… BUT this doesn’t mean that the individual can’t become or isn’t self-determined according to Ryan and Deci (2000). Autonomy, freedom and belonging play key roles and we do need to see ourselves as part of the social fabric. Jenny Willis, during the current creativeHE course asked us all the question “Can there ever really be a truly intrinsic motivation?” and talks about the merging of these. Which I think represents nicely what Edward Deci and Richard Ryan (2000) had in mind when they talk about a continuum but also recognised that the social and environmental factors influence our motivations and that we need supporting conditions to sustain and enhance our motivation. -------------------------------------------------------------------------------- Based on what I shared just now, I am saying yes to the informed use of badges were appropriate. Open badges bring new opportunities to capture belonging, recognition, achievements and playful engagement and become self-motivators in open and informal learning that have the potential to impact on learning and increase self-regulation. If formal and informal boundaries of learning are blurring SO WILL CREDENTIALS. Badges won’t, of course work for everything and for everybody, but then what does? The world is not black and white.
- #16 … it is colourful. Let’s embrace it! I am looking forward to listening to Ale’s viewpoint and find out what you all think about badges. Thank you for listening. I hope my contribution stimulated some thinking. ---- extra bits >>>I am very happy to talk also about intrinsic and extrinsic motivation as defined by Deci & Ryan (1985), self-regulation theory by Barry Zimmerman (1989), self-authorship (Baxter Magolda, 2008) which I am sure will come up in this debate. But doing this in context would be my preferred way. <<<
- #17 https://sites.google.com/site/digitalbadgeresearch/dissertatin
- #18 https://sites.google.com/site/digitalbadgeresearch/dissertatin
- #20 Hello everybody, First of all I would like to thank my colleague Rod Cullen for suggesting this debate with Prof. Ale Armellini and Ale for saying yes. ------------------------------- For today’s debate Edmund Husserl’s (1983) definition of phenomenology has provided me with a very useful lense. It enables me to suspend judgement and adopt an approach that is embracing, respecting everything as a source of insight and accepting all possibilities. I am sure Ale feels the same. -------------------------------- Ok, who am I? I am not a badges expert. I am not a badges evangelist. I have no financial gains from badges or work with or for any badges organisation. I am a curious academic developer who loves to experiment. I am currently experimenting with the applications of badges in the area of academic CPD/professional development of colleagues who teach or support learning in higher education. Yes, I can see the potential and opportunities open badges present for academic CPD. As this is the context of my work, I will focus on the use of badges in this area. --------------------------------------------------------------- Our world is not black and white. We have colours, tones and shades. It is THIS colour vision I would like to share with you. ----------------------------------------------------------------- --- extra bits <<<We probably all agree with Keith Punch (2014, 4) who said that “in our culture research is THE way of answering questions, solving problems and developing knowledge”. We will probably also agree with Law (2004, 11) when he talks about “the messiness of our human world and the challenges this presents to social researchers.” Glynis Cousin (2009, 4) acknowledges that “interpretation is a major part of all research”. Glynis Cousin (2009, 35) also reminds us that the principal purpose of qualitative research is “to get at complex layers of human meaning through interpretive moves”. So we can’t really escape interpretation and what we do is actually present the conceptions of reality as they have been shared by the researched and interpreted by the researcher. And then we add another layer of interpretation when we refer to the research carried out by others. Right? <<<