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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
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
Source	:	Open	Badge	Passport	>	Galery	>	Badges	map	(May	17th,	2019)
UNIVERSITÉ	
CAEN	
NORMANDIE	
WHY OPEN BADGES AT UNIVERSITY OF CAEN ?
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 »
UNIVERSITÉ	
CAEN	
NORMANDIE	
PILOT #1	
USE OPEN BADGES TO PREVENT STUDENT DROPOUT
IN DISTANCE LEARNING
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)
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
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%
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
BADGES AWARDING CRITERIA
« ESPRIT D’ÉQUIPE » LEVEL 1	
2	liked	posts	on	group	forum	
Manual awarding
BADGES AWARDING CRITERIA
« ESPRIT D’ÉQUIPE » LEVEL 2	
Contribu&on	on	work	group	
project	
	
Peers	assessment	
Badge	is	awarded	if	grade	>=65	%	
Automatic awarding
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
“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
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)
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
UNIVERSITÉ	
CAEN	
NORMANDIE	
PILOT #2	
OPEN BADGE AS TOOL TO RECOGNIZE LEARNERS
« SOFT SKILLS »	
TEACHING MANAGER : SYLVIE CIEPLY
INSTRUCTIONAL DESIGNER: EMILIE LENEL
THE DIPLOMA
DOES NOT RECOGNISE ALL COMPETENCIES
DEVELOPED BY STUDENTS
TECHNICAL – PROJECT MANAGEMENT– SOFT SKILLS
OPEN BADGE
BADGE OUVERT
250 STUDENTS
PÔLE FINANCE
IAE CAEN
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
12 BADGES
ABILITIES, PARTICIPATION,
SOLIDARITY, ACHIEVEMENT
18 BADGES DE CAPACITÉ,
PARTICIPATION, SOLIDARITÉ, MÉRITE
6 SOFT SKILLS BADGES
4Cs OCDE REFERENTIAL
+ 3 LIFE SKILLS
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
DEDICATED COURSE ON OUR ECAMPUS
MOODLE LMS	
hIps://ecampus.unicaen.fr/course/view.php?id=27370
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/
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
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
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 ++
Case - University of Caen Normandie
Case - University of Caen Normandie
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)
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 ?
UNIVERSITÉ	
CAEN	
NORMANDIE	
Q&A 	
CONTACT US	
TWITTER : 	
@CEMUCAEN @EMILIELENEL @IDUCHATELLE

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Case - University of Caen Normandie

  • 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. 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
  • 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. UNIVERSITÉ CAEN NORMANDIE PILOT #1 USE OPEN BADGES TO PREVENT STUDENT DROPOUT IN DISTANCE LEARNING
  • 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. 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. 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. 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. BADGES AWARDING CRITERIA « ESPRIT D’ÉQUIPE » LEVEL 1 2 liked posts on group forum Manual awarding
  • 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. 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. “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. 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. 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. UNIVERSITÉ CAEN NORMANDIE PILOT #2 OPEN BADGE AS TOOL TO RECOGNIZE LEARNERS « SOFT SKILLS » TEACHING MANAGER : SYLVIE CIEPLY INSTRUCTIONAL DESIGNER: EMILIE LENEL
  • 18. THE DIPLOMA DOES NOT RECOGNISE ALL COMPETENCIES DEVELOPED BY STUDENTS TECHNICAL – PROJECT MANAGEMENT– SOFT SKILLS
  • 19. OPEN BADGE BADGE OUVERT 250 STUDENTS PÔLE FINANCE IAE CAEN
  • 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
  • 22. 18 BADGES DE CAPACITÉ, PARTICIPATION, SOLIDARITÉ, MÉRITE
  • 23. 6 SOFT SKILLS BADGES 4Cs OCDE REFERENTIAL + 3 LIFE SKILLS
  • 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. DEDICATED COURSE ON OUR ECAMPUS MOODLE LMS hIps://ecampus.unicaen.fr/course/view.php?id=27370
  • 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. 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. 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. 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 ++
  • 33. 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 ?
  • 34. UNIVERSITÉ CAEN NORMANDIE Q&A CONTACT US TWITTER : @CEMUCAEN @EMILIELENEL @IDUCHATELLE