Listen to session audio: http://bit.ly/audio_fdla2013
Slidecast of invited spotlight session at Florida Distance Learning Association 2013 Annual Conference
Presentation by Judy Sheard and Rosemary Clerehan at the Higher Education Information Technology Summit, Melbourne, October 2010
From the ALTC-funded project, "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
This is a quick presentation that gives a basic overview of ePs for professional development and includes useful resources. Its examples are focused on the field of engineering.
Higher education institutions across the country are implementing digital badges and credentials to guide, motivate, document, and validate formal and informal student learning. Today’s credentials include digital badges and micro-credentials that open new doors for adult learners toward quick wins for career development and add value with visual recognition for accomplishments. Digital badging provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. During this session, you’ll learn how digital badging supports learning and motivates students to progress through their courses, programs, and new educational models. We’ll also discuss the types of data that are available to determine the success of your badging initiative.
Higher education institutions across the country are implementing digital badges and credentials to guide, motivate, document, and validate formal and informal student learning. Today’s credentials include digital badges and micro-credentials that open new doors for adult learners toward quick wins for career development and add value with visual recognition for accomplishments. Digital badging provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. During this session, you’ll learn how digital badging supports learning and motivates students to progress through their courses, programs, and new educational models. We’ll also discuss the types of data that are available to determine the success of your badging initiative.
Presentation by Judy Sheard and Rosemary Clerehan at the Higher Education Information Technology Summit, Melbourne, October 2010
From the ALTC-funded project, "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
This is a quick presentation that gives a basic overview of ePs for professional development and includes useful resources. Its examples are focused on the field of engineering.
Higher education institutions across the country are implementing digital badges and credentials to guide, motivate, document, and validate formal and informal student learning. Today’s credentials include digital badges and micro-credentials that open new doors for adult learners toward quick wins for career development and add value with visual recognition for accomplishments. Digital badging provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. During this session, you’ll learn how digital badging supports learning and motivates students to progress through their courses, programs, and new educational models. We’ll also discuss the types of data that are available to determine the success of your badging initiative.
Higher education institutions across the country are implementing digital badges and credentials to guide, motivate, document, and validate formal and informal student learning. Today’s credentials include digital badges and micro-credentials that open new doors for adult learners toward quick wins for career development and add value with visual recognition for accomplishments. Digital badging provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. During this session, you’ll learn how digital badging supports learning and motivates students to progress through their courses, programs, and new educational models. We’ll also discuss the types of data that are available to determine the success of your badging initiative.
Open Badges for Training and Professional DevelopmentDon Presant
Examines background needs, early solutions and the emerging vision of micro-credentialing for professional development and training for the workplace. Based on the Mozilla Open Badges infrastructure.
This presentation is frequently updated.
This presentation has been moved from a duplicate account (http://www.slideshare.net/donpresant9)
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
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
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.
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.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
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.
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.
Slides for a webinar delivered on invitation from the NordPlus project in October 2016. The presentation focused on findings from the Open Badge Network's discussion paper - Quality Management and Open Badges (O7A1). (The Open Badge Network is a pan-European, Erasmus+ funded project). It also featured a prototype for a Quality Canvas developed by Digitalme, to help organisations consider strategic reasons for engaging with Open Badges before launching an Open Badge initiative.
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.
Open Badges for Training and Professional DevelopmentDon Presant
Examines background needs, early solutions and the emerging vision of micro-credentialing for professional development and training for the workplace. Based on the Mozilla Open Badges infrastructure.
This presentation is frequently updated.
This presentation has been moved from a duplicate account (http://www.slideshare.net/donpresant9)
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
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
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.
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.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
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.
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.
Slides for a webinar delivered on invitation from the NordPlus project in October 2016. The presentation focused on findings from the Open Badge Network's discussion paper - Quality Management and Open Badges (O7A1). (The Open Badge Network is a pan-European, Erasmus+ funded project). It also featured a prototype for a Quality Canvas developed by Digitalme, to help organisations consider strategic reasons for engaging with Open Badges before launching an Open Badge initiative.
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.
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.
Designing and implementing a digital skills certificate using Xerte and MoodleJisc
Speakers:
Ben Gill, IT trainer and support adviser, Lancaster University
Ryan Kavanagh, digital skills graduate intern, Lancaster University
We’ll start off with an interactive debate about the subjects that should be included in a digital skills certificate for students. Following this, we’ll take a look at how we’ve implemented our chosen curriculum at Lancaster, including how we’ve used Xerte and Moodle to develop content, assessments and digital badges.
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
A one day design lab to reinvent how we recognize skills across sectors in Ontario. Hosted by eCampusOntario and CanCred.ca.
Presentation by Don Presant, President, Learning Agents/CanCred.ca
Agenda, Open Badges 101, Examples from Elsewhere: Workforce & Open Recognition Ecosystems
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 SLATE Conference, we discussed what badges are and how to create and award them to your students.
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.
Open Badges for Work - Making Learning VisibleDon Presant
An exploration of the convergence of micro-credentials, open badges, badge passports and eportfolios for workplace human capital development. Tons of examples and ideas.
Part of a series on Open Badges for different audiences by Learning Agents. Embedded at bit.ly/openbadges4work with other resources and pages.
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
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Digital badges are a great way to communicate the skills and competencies that learners attain regardless of where they are in their learning or career journey. They can be unique, branded, creative, and highly contextual; all things that when done well are crucial to achieving the end goal of making skills more visible and closing the opportunity gap.
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Exploring the potential of badging: Badges = engagement + data
1. Badges = Engagement + Data
Exploring the Potential of Badging
Kelvin Thompson, Ed.D
University of Central Florida
#FDLAconf13
@kthompso
#badgify
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
13. Badges Are…
“visual representations of 21st century skills and
achievements”
- Open Badges Initiative of the Mozilla Foundation
https://wiki.mozilla.org/Badges/About
14. Badges Are…
“a validated indicator of
accomplishment, skill, quality or interest that
can be earned in [diverse] learning
environments”
- Macarthur Foundation on behalf of Digital Media + Learning
Digital Badges for Life Competition
http://www.macfound.org/media/files/BadgesforLifelongLearning_Info.pdf
27. Student Engagement
…two critical features…
The first is the amount of time and effort students
put into their studies and other educationally
purposeful activities. The second is how the
institution deploys its resources and organizes the
curriculum and other learning opportunities to get
students to participate in activities that decades of
research studies show are linked to student learning.
National Survey of Student
Engagement web site
http://nsse.iub.edu
http://bit.ly/QrbLuF
28. Student Engagement
… such activities as student-faculty
interaction, peer-to-peer collaboration, and
active learning…
Chen, Gonyea, and Kuh (2008)
http://bit.ly/MyZZv1
35. InfoLitMods Year One (2008-2009)
• 13,840 assessment completions by
• 4,433 students in
• 422 course sections taught or led by
• 94 faculty members who created
• 430 instances of
• 4 information literacy modules with an
•
average score of
85.30% across all modules' summative
assessments.
36. InfoLitMods Year Four (2011-2012)
• 38,423 assessment completions by
• 8,082 students in
• 159 unique courses taught or led by
• 160 faculty members who created
• 1275 instances of
• 13 information literacy modules with an
•
average score of
85.19% across all modules' summative
assessments.
46. So How’s It Going?
Initial Findings (as of 9/3/2013)
47. Initial Data
4082 - assessments that should have delivered a badge
4062 - badges sent via institutional email addresses
2154 - individual students who’ve earned badges
14 - students earning badges from non-assigned mods
4 (1 student) - Number of badges claimed via Credly
48. Badging @ UCF Next Steps
• InfoLitMods
– Earners driven by assignment (currently)
– Watching for student-driven uptick later
– Troubleshoot module-to-middleware process
• Phase II: “Gold Seal” Badges for FacDev
• Beyond: Multiple conversations re: badging
53. BlendKit2011
• Open readings, document templates, how-tos
+
• Five weeks of facilitation:
– Weekly encouraging messages
– Weekly 30 min. webinars featuring guest blended
learning instructors & discussion with others
– Weekly reading/activity reflection prompts for
blogging (more interaction with others).
– Social networking opportunities for more interaction
• Participants choose with which of these to engage!
54. BlendKit2012 Modifications
• an LMS-based communications hub for registered
participants
• three participant roles for registrants:
1) completer, 2) participant, and 3) auditor
• online badges for completion of course activities
• certificates for successful completers of
BlendKit2012
• new guest faculty for weekly webinars
• additional faculty case study audio interviews
55.
56.
57.
58.
59.
60.
61. BlendKit2012 Badges Data
• Participants may be engaging with materials in
isolation
• Badges based upon evidence
• Individual engagement more evident
• Example
Reading Reaction on public blog (fewer) v. entry on
Reading Reaction Form (more)
Paragraphs of personal reflection made evident!
62. BlendKit Next Steps
• Build upon successes (yes, we had some!)
• Use UCF middleware + Credly
• Consider streamlining/automating without
sacrificing rich qualitative data
• Integrate with LMS (Instructure Canvas)
grade book
72. EME5050 Next Steps
•
•
•
•
Evaluate current design/modify
Maintain student notifications
Maintain badge leaderboard
Consider re-making more attractive
badges
• Study perceived value-add for students
75. Badging Observations
• Each stakeholder determines value
o Issuer, Earner, “Observer,” (Displayer)
• Potential value in each phase of badging:
o
Underlying data/record
o
Notification email
o
Claiming (“Save and Share”)
o
Making public
o
Linking to specific badges
76. Unanswered Questions to Ponder
• Why do badges appeal to some but not
others?
• Does badging really engage the unengaged?
• What is the right balance of automation and
personal attention for course badging?
• What is the relationship between badges and
formal credentials?
• What is the right balance of curricular and cocurricular badging at an institution?