Implementing Open Badges in Four Preservice Teacher Education Programs: Chal...Dan Randall
In this symposium, participants representing teacher preparation programs from four universities will present how they have implemented open badges to better meet the needs of their students. Each will discuss the challenges faced in their program, how open badges helped them meet those challenges, and what issues and opportunities they are currently exploring.
We have been issuing open badges for two years, and have had many conversations on the potential value of open badges with university faculty, K-12 administrators, technology coordinators, teachers, and researchers. Often the first step in these conversations is to attempt to rewire misconceptions about open badges and what they can represent in teaching/learning systems. One of the biggest challenges we have seen in the badging community is a flood of badges for things as useless as attendance, creating a login, or simply existing as a learner. We believe these badges represent a misunderstanding of the basic concepts of assessment, credentialing, and the supposed benefit of a credential to learners who indeed do want their badges to signal knowledge, skills, or expertise to others. In addition, we believe this flood of "lightweight" badges have given the general public a poor impression of badges, requiring all of us to persuade stakeholders that badging can, in fact, be rigorous. It is our real concern that if the badging community does not show how open badges can be rigorous and meaningful, that the badging movement will fade away as a fun diversion, but one that ultimately had no real impact on educational reform.
In this presentation, we will attempt to do what Joseph (2014) argued the badging community needed: more people talking to each other about badging, instead of just to potential critics or adopters. In doing so, we will begin our presentation by overviewing the variety of badges available, and discuss the concept of lightweight versus heavyweight badges (terms already being used to discuss this divide). We will then explain the rationale some have given for lightweight badges, and follow with our counter argument for why this lightweight approach to badging weakens the badging movement, diminishes the signaling power of earned badges, and clutters the ability of people to find meaningful badges. We will then provide our argument for why badge providers should focus on the rigor of their badges, and strive to create badges of consequence. We will also provide suggestions on how we, as a community, might be able to bolster the badging movement.
Soft Skill Development Using Open BadgesDan Randall
This presentation details how we plan to use open badges to provide credentials to graduate students who have developed soft skills and design skills in the field of Instructional Design.
Using Open Badges as a Certification Solution for Evaluators - AEA 2014Dan Randall
A presentation in which we proposed an open badge credentialing system for evaluators. Given at the 2014 American Evaluation Association Conference in Denver, Colorado.
AECT 2013 - Designing Open Badges for a Technology Integration CourseDan Randall
In this presentation we provide an overview of the Open Badge concept and our design of an Open Badge system to support our undergraduate course on technology integration in secondary education. Future design challenges and the areas where additional research is needed are also highlighted.
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
Implementing Open Badges in Four Preservice Teacher Education Programs: Chal...Dan Randall
In this symposium, participants representing teacher preparation programs from four universities will present how they have implemented open badges to better meet the needs of their students. Each will discuss the challenges faced in their program, how open badges helped them meet those challenges, and what issues and opportunities they are currently exploring.
We have been issuing open badges for two years, and have had many conversations on the potential value of open badges with university faculty, K-12 administrators, technology coordinators, teachers, and researchers. Often the first step in these conversations is to attempt to rewire misconceptions about open badges and what they can represent in teaching/learning systems. One of the biggest challenges we have seen in the badging community is a flood of badges for things as useless as attendance, creating a login, or simply existing as a learner. We believe these badges represent a misunderstanding of the basic concepts of assessment, credentialing, and the supposed benefit of a credential to learners who indeed do want their badges to signal knowledge, skills, or expertise to others. In addition, we believe this flood of "lightweight" badges have given the general public a poor impression of badges, requiring all of us to persuade stakeholders that badging can, in fact, be rigorous. It is our real concern that if the badging community does not show how open badges can be rigorous and meaningful, that the badging movement will fade away as a fun diversion, but one that ultimately had no real impact on educational reform.
In this presentation, we will attempt to do what Joseph (2014) argued the badging community needed: more people talking to each other about badging, instead of just to potential critics or adopters. In doing so, we will begin our presentation by overviewing the variety of badges available, and discuss the concept of lightweight versus heavyweight badges (terms already being used to discuss this divide). We will then explain the rationale some have given for lightweight badges, and follow with our counter argument for why this lightweight approach to badging weakens the badging movement, diminishes the signaling power of earned badges, and clutters the ability of people to find meaningful badges. We will then provide our argument for why badge providers should focus on the rigor of their badges, and strive to create badges of consequence. We will also provide suggestions on how we, as a community, might be able to bolster the badging movement.
Soft Skill Development Using Open BadgesDan Randall
This presentation details how we plan to use open badges to provide credentials to graduate students who have developed soft skills and design skills in the field of Instructional Design.
Using Open Badges as a Certification Solution for Evaluators - AEA 2014Dan Randall
A presentation in which we proposed an open badge credentialing system for evaluators. Given at the 2014 American Evaluation Association Conference in Denver, Colorado.
AECT 2013 - Designing Open Badges for a Technology Integration CourseDan Randall
In this presentation we provide an overview of the Open Badge concept and our design of an Open Badge system to support our undergraduate course on technology integration in secondary education. Future design challenges and the areas where additional research is needed are also highlighted.
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
Watch as learning specialist Bob Price shares his plans to use Open Badges to create a learning pathway that will underpin the knowledge required for the team at Newport City Homes.
Open Badges is a new online standard to recognize and verify learning.
In this presentation, you’ll find out how to:
- Collect badges from multiple sources, online and off, into a single backpack
- Display skills and achievements on many mediums
- Encourage and motivate learners with badges
Open Badges: Making Learning Visible (MADLaT 2014)Don Presant
Emerging research and practice on the impact of Open Badges on learning in higher education.
Move from a duplicate account (http://www.slideshare.net/donpresant9)
Microcredentialing: Recognizing Student Learning with Digital BadgesStephanie Richter
A college degree is important, but it provides an incomplete picture of a graduate’s knowledge, skills, and experiences. Microcredentialing (awarding recognition for small, granular achievements) may help! By collecting and displaying digital badges online, students can combine evidence from all of their learning activities (including classroom, co-curricular, and outside learning) to promote themselves more effectively. In this session, which was presented at the 2015 Faculty Summer Institute, we discussed what badges are and how to create and award them to your students.
Creating learning pathways with Open BadgesBob Price
A presentation on Open Badges and how they can be aligned to different learning pathways. An edited version of a presentation originally presented via a Learning Pool webinar
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
Learn about digital badging and its use in higher education and in libraries. Why is this new trend in micro-credentialing gaining in popularity? You’ll have a chance to take a behind the scenes look at the Metaliteracy Badging System (metaliteracybadges.org) and find out how this project went from a gleam in the eye to a robust system being used by hundreds of University at Albany students.
What are Badges and how do they motivate or encourage learning in society? The powerpoint is a discussion of how badges may be integrated into an existing learning systems platform such as Moodle.
Using game-design pedagogies to embed skills in the law or social science curriculum - a 1 day conference held at Staffordshire University on behalf of the Higher Education Academy (HEA).
“Open badges for digital skills: Opportunities and Challenges” By Julie Adams, Academic Skills Tutor (IT), Information Services
Session outline: This session will look at some of the opportunities offered by open badges to recognise skills and competencies both inside and outside the curriculum, as well as some of the challenges to overcome when considering their adoption. It will explain how the Academic Skills Know-how team at Staffordshire University are planning on extending their use of open badges to recognise students’ digital literacy skills. Some of the tools available to ensure badges are well designed and credible will be outlined.
Open Badges...more than Gamification or Gold StarsDon Presant
A shorter version of my living deck for Higher Education. Prepared for the Educational Developers Caucus, held in Winnipeg in 2015. This version emphasizes educator PD at the expense of student employability.
Microcredentialing: Recognizing Student Learning with Digital BadgesStephanie Richter
A college degree is important, but it provides an incomplete picture of a graduate’s knowledge, skills, and experiences. Microcredentialing (awarding recognition for small, granular achievements) may help! By collecting and displaying digital badges online, students can combine evidence from all of their learning activities (including classroom, co-curricular, and outside learning) to promote themselves more effectively. In this session, which was presented at the 2015 SLATE Conference, we discussed what badges are and how to create and award them to your students.
Rethinking Rewards in the Digital Age - An Introduction to Digital Badges - 9...Jaime Goldman
Florida Library Webinar (FLW) presented on September 17, 2014: Librarians are always searching for new and innovative ways to motivate and engage their target audience. But, what incentives work in today’s digital age? Learn how to use online badges as a new and non-traditional reward for learning and participation at your library. This fun and interactive session will include an introduction to digital badges, as well as a tutorial on how to create and incorporate them into your library instruction and programs.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Watch as learning specialist Bob Price shares his plans to use Open Badges to create a learning pathway that will underpin the knowledge required for the team at Newport City Homes.
Open Badges is a new online standard to recognize and verify learning.
In this presentation, you’ll find out how to:
- Collect badges from multiple sources, online and off, into a single backpack
- Display skills and achievements on many mediums
- Encourage and motivate learners with badges
Open Badges: Making Learning Visible (MADLaT 2014)Don Presant
Emerging research and practice on the impact of Open Badges on learning in higher education.
Move from a duplicate account (http://www.slideshare.net/donpresant9)
Microcredentialing: Recognizing Student Learning with Digital BadgesStephanie Richter
A college degree is important, but it provides an incomplete picture of a graduate’s knowledge, skills, and experiences. Microcredentialing (awarding recognition for small, granular achievements) may help! By collecting and displaying digital badges online, students can combine evidence from all of their learning activities (including classroom, co-curricular, and outside learning) to promote themselves more effectively. In this session, which was presented at the 2015 Faculty Summer Institute, we discussed what badges are and how to create and award them to your students.
Creating learning pathways with Open BadgesBob Price
A presentation on Open Badges and how they can be aligned to different learning pathways. An edited version of a presentation originally presented via a Learning Pool webinar
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
Learn about digital badging and its use in higher education and in libraries. Why is this new trend in micro-credentialing gaining in popularity? You’ll have a chance to take a behind the scenes look at the Metaliteracy Badging System (metaliteracybadges.org) and find out how this project went from a gleam in the eye to a robust system being used by hundreds of University at Albany students.
What are Badges and how do they motivate or encourage learning in society? The powerpoint is a discussion of how badges may be integrated into an existing learning systems platform such as Moodle.
Using game-design pedagogies to embed skills in the law or social science curriculum - a 1 day conference held at Staffordshire University on behalf of the Higher Education Academy (HEA).
“Open badges for digital skills: Opportunities and Challenges” By Julie Adams, Academic Skills Tutor (IT), Information Services
Session outline: This session will look at some of the opportunities offered by open badges to recognise skills and competencies both inside and outside the curriculum, as well as some of the challenges to overcome when considering their adoption. It will explain how the Academic Skills Know-how team at Staffordshire University are planning on extending their use of open badges to recognise students’ digital literacy skills. Some of the tools available to ensure badges are well designed and credible will be outlined.
Open Badges...more than Gamification or Gold StarsDon Presant
A shorter version of my living deck for Higher Education. Prepared for the Educational Developers Caucus, held in Winnipeg in 2015. This version emphasizes educator PD at the expense of student employability.
Microcredentialing: Recognizing Student Learning with Digital BadgesStephanie Richter
A college degree is important, but it provides an incomplete picture of a graduate’s knowledge, skills, and experiences. Microcredentialing (awarding recognition for small, granular achievements) may help! By collecting and displaying digital badges online, students can combine evidence from all of their learning activities (including classroom, co-curricular, and outside learning) to promote themselves more effectively. In this session, which was presented at the 2015 SLATE Conference, we discussed what badges are and how to create and award them to your students.
Rethinking Rewards in the Digital Age - An Introduction to Digital Badges - 9...Jaime Goldman
Florida Library Webinar (FLW) presented on September 17, 2014: Librarians are always searching for new and innovative ways to motivate and engage their target audience. But, what incentives work in today’s digital age? Learn how to use online badges as a new and non-traditional reward for learning and participation at your library. This fun and interactive session will include an introduction to digital badges, as well as a tutorial on how to create and incorporate them into your library instruction and programs.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. Enough with Weak Sauce Badges!
BYU
Image by Shutterstock
Daniel L. Randall & Richard E. West
2. Badges as Legitimate Credentials
“When you first said badges, I had
such a bad impression of what
that would mean.”
BYU
3. Merit Badges and Digital Badges
Boy Scout Merit Badges
Digital Badge
- Acknowledge accomplishment
- Display skills gained
- Motivation
- Enable feedback/teaching from
adult mentors
Typically not sharable -
Acknowledge accomplishment -
Motivation -
Gamification -
Enable feedback on specific skills -
4. Open Badges
Open Badges
Same Affordances as Digital Badges, Plus:
- Uses Open Badge Infrastructure (OBI)
- Display badges via web
- Metadata (Criteria and Evidence links)
9. Badgers Talking with Badgers
Joseph (2014) argued the
badging community needs to
talk less with skeptics and
more with each other—
talking about how to improve
the badging movement.
BYU
Svenwerk on flickr
10. Value of Badges
CC BY-SA Class Hack http://classhack.com/post/39932478440/indianajones
A badge is only as good as:
The Rigor attached to it.
The process used to evaluate
the learner’s work.
It’s usefulness to students
and/or stakeholders.
How can we increase Badge Value?
12. Badge Systems
Local badge ecosystem - intended only for the person’s learning
space
Global Badge ecosystem - stretches beyond learning space; allows
badges to be used as a credential
“Badging systems can be designed to offer both types of values—
value within an organization and value to those outside it—but,
the required features and networks are different” (Joseph, para 6).
BYU
Notthesame!
16. Argument for Lightweight badges
• Casilli (2014) argued that accretion, or the
layering effect of badges over time, produces
value.
• Value to emerge in unexpected ways from the
accumulated effect of many different lightweight
badges.
• Thus, lightweight badges may not be as
meaningful individually, but taken together
they paint a fuller picture of the individual’s
interests and activities (Knight, 2014).
BYU
17. Badge Inflation
CC BY-SA Class Hack http://classhack.com/post/50915858999/carpetbadging
Mass awarding of
badges with little or
no assessment of
work.
Or criteria so easy
and short everyone
earns the badge.
“Carpet Badging”
18. Counter Argument: The Challenge of Lightweight
BYU
Accretion? Who’s got time for that?
Demotivating
Focusing on the wrong thing
23. The Problem with Lightweight Badges
Poor Public impression of badges
If the badging community does not show how open
badges and their assessment processes can be
rigorous and meaningful, then the badging
movement may fade away.
BYU
24. “Weightier” Badges
• Digital Promise
• Supporter to Reporter
“Substantial motivational power for students”
(Tran, Schenke, & Hickey, 2014)
26. Lots of Credentials in Formal Education
• Degrees only awarded after a long period of
time or a great deal of experience
• Transcripts have lots of information, but how
useful is that information?
BYU
27. How Valuable are Transcripts?
• What does 200 mean? Is it equal to or less difficult than a 400-
level class?
• Course name: what skills are covered?
• What does the grade B mean?
– Average on everything?
– Did really well on some things and poorly on others?
• If so, what things did they do well?
Course # Course Name Grade
CS 200 Web Programming B
28. Badges as Micro-credentials
• Receive recognition for smaller chunks of learning
• Easier to communicate skills to employers and other
interested parties
• Metadata makes data open, providing greater insights
into person’s skills (viewer could even re-grade the
submitted project if they wanted to)
• Removing metadata weakens the potential of badges
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29. Badges and Informal Learning
• Receive recognition skills gained in informal and non-traditional
settings
• Combined with badges issued in formal education, badges
provide a fuller picture of a person’s skills
• Vetted badges issued by others could be accepted by a professor
or university, allowing the student to spend more time of topics
they do not know, or provide a shorter path to graduation
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31. Badges and Gamification
• Use something other than badges to gamify
learning (points, levels, ranks, upgrades,
etc.)
• Reserve badges for achievements and skills
that have value outside of the learning
environment
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http://www.iamprogrez.com/wp-
content/uploads/2015/09/infographic_The_business_
of_gamification.png
32. Badges and Gamification – 2 Types of Badges
• First type of badges (lightweight) is only used in the learning
environment; are not exportable
• Second type (weightier badges) recognize significant work and
learning; these are exportable
• Less desirable option, because
– 2 Badge types could create confusion
– Continues to proliferate lightweight badges
BYU
33. Rigor of Badge Creation
• Criteria for earning the badge must
have weight.
• Number of criteria and difficulty of
each criterion.
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34. Rigor of Badge Assessment
• Assessment process should provide learners with specific,
formative feedback that allows learners to reach the level of
mastery.
• This is not only important for learning, but also gives the
badge more credibility as a legitimate credential.
• If the criteria are rigorous, but the assessment process is not,
it can still result in lightweight badges.
BYU
35. Badge Consortiums
• Universities, professional organizations, and other trusted
groups could join together to issue badges
• Could ensure badges issued through consortium had weight
• Greater number of badges issued, increasing brand
Recognition
BYU
36. Randall, D. L., Harrison, J. B., & West, R. E. (2013). Giving credit where credit
is due: Designing Open Badges for a technology integration course.
TechTrends, 57(6), 88–95.
Davies, R., Randall, D., & West, R. E. (2015). Using Open Badges to Certify
Practicing Evaluators. American Journal of Evaluation, 36(2), 151–163.
doi:10.1177/1098214014565505
West, R. E., & Randall, D. L. (in-press). The Case for Rigor in Badges. In L.
Muilenburg & Z. Berge (Eds.), Digital Badges in Education: Trends,
Issues, and Cases. Routledge.
Daniel L. Randall
dan.randall26@gmail.com
Richard E. West
rickwest@byu.edu
37. ?
Contact us with Questions
Thank You
Daniel L. Randall
dan.randall26@gmail.com
www.danrandall.com
@dan2randall
Richard E. West
rickwest@byu.edu
www.richardewest.com
@richardewest
Editor's Notes
We should talk about “signaling” power
Digital Promise as a good example.
Pic of gamification, points/leveling up, etc., you’re a winner! Trophy.
Funny picture: congratulations! You’re alive.
Increase number with new ones
Increase number with new ones
Typo top of page 11 in article – too late?
Increase number with new ones
Typo top of page 11 in article – too late?
Increase number with new ones
Typo top of page 11 in article – too late?
Increase number with new ones
Typo top of page 11 in article – too late?
Increase number with new ones
Typo top of page 11 in article – too late?
Any examples of similar things that have faded away?