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From Badges to Breakthroughs
This document discusses the growing use of alternative credentials like badges in postsecondary education. It notes that student populations are expecting more flexible, relevant education and that expectations of accountability have increased. New opportunities have emerged from these changing expectations, including evaluating credit for various types of learning, alternative credentials that recognize competencies, and badges that provide evidence of skills. The document outlines the stakeholders in the open badges ecosystem like learners, learning providers, employers, and standards organizations. It also provides examples of badge initiatives in Chicago, Baltimore, Grand Rapids, and New Orleans that are gaining more traction.
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From Badges to Breakthroughs
- 1. From Badges toBreakthroughs Dr. Deborah Everhart Director of Integration Strategy, Blackboard Adjunct Assistant Professor, Georgetown University Carla Casilli Director of Badge System Design + Implementation Mozilla Foundation Anne Derryberry Associate, Sage Road Solutions, LLC Moderator: Dr. Ellen D. Wagner, Executive Director, WCET
- 2. Alternative Models ofPostsecondary Education are Gaining Traction • Post-traditional student populations expect education that is flexible, relevant, and meaningful. • The public’s interest in MOOCs is bringing attention to online learning. • Expectations of institutional accountability have amplified questions about whether and how universities should be “scored.” • The “ticking time bomb” of American student loan debt is changing consumer attitudes about the value of education.
- 3. New opportunities haveemerged from changing expectations • Evaluating and awarding credit for student learning, wherever and however it has been acquired • Degrees and certificates based on credits from courses as well as from assessment of prior learning, community service, and student portfolios • Alternative credentials that recognize demonstrated competencies verified through direct assessment
- 4. New opportunities haveemerged from changing expectations • In some vocational areas, the source of learning is insignificant in comparison to the verified ability to perform a specific skill or job. • Badges provide discrete, portable evidence of learning and skills. • Alternative credentials and microcredentials vary broadly in their quality and applicability to higher education; some may displace the need to earn an entire degree.
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- 6. No badge isan island. No credential stands alone. Credentials work within a complex ecosystem.
- 7. Open Badges Ecosystem • Primary Stakeholders – Learners/ Job Seekers – Learning Providers and Assessors – Employers and other Badge Consumers • Key Components – Verification – Authentication – Validation
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- 9. Learning Providers andAssessors
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- 11. Employers and OtherBadge Consumers
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- 16. 8 one summer eightweeks"
- 17. 1 one primary focus: addresssummer drop-off!
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- 19. 3 three levels entry, city,challenges!
- 20. 100 one hundred+ organizations three core team members"
- 21. A-Z one massive canonicalspreadsheet entry level!
- 23. 3 three types ofbadges participation, skill, achievement!
- 24. 6 six weeks reviewing+ rationalizing countless fitful dreams!
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- 26. 1 one visual designtemplate one bespoke tool!
- 28. ∞ one simple andeffective tool many different designs"
- 30. 7 five + twobeautiful city level badges S-T-E-A-M!
- 32. 3 three badge levels howdo I get there?!
- 34. many one great experiment manyhappy kids!
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- 37. 11,300,000 unemployed What’s goingon?? 4,000,000 unfilled jobs
- 38. • Badges issued iden2fy Veterans’ military training and present that training to prospec2ve employers in the form of digital badges. • Veterans Unemployment Issues • Veteran unemployment numbers typically 10-‐30% higher than civilian contemporaries. • Ease of use • Protect Veterans privacy
- 39. • Engaged 47 Hiring Officials and 257 Veterans • Majori2es of both Veterans (70%) and poten2al employers (74%) reported that they would use and encourage use of digital badges in Veterans’ applica2ons. • Veteran and employer groups shared concerns that use of badges is rela2vely novel and unfamiliar, worried that badges may be viewed as "gimmicky“ and that over-‐reliance on technology may adversely impact human interac2on parts of the hiring process
- 40. The Manufacturing Institute (NAM) • Define competencies important to various manufacturing sub-sectors • Use badges to visually represent competencies • Badges recognize prior learning and on-the-job training • Ties directly into jobs and advancement
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- 44. • Employers aredealing with... jobs go unfilled because qualified candidates cannot be found i.e. “the skills gap” job posting sites don’t work high school and college do not provide skills needed for current job market job-oriented trainers and employers have no easy way to connect or coordinate in the market 44
- 45. • Solution: anew way to hire based on job-skills, representing 15 entry level industries and 150 entry level jobs job skills embodied in Mozilla open badges, providing a common asset to define jobs, training, and qualifications recommendations and endorsements used to submit applicants, reducing resume fatigue leveraging video to show work, providing much richer understanding of the job & applicant 45
- 46. Health Care Industry Patient Transporter Job Skill Skill • PatientTransport ◦ Assist patients in and out of bed, examination tables, surgical tables, or stretchers ◦ Safely operate transport devices including wheelchairs and stretchers ◦ Position or hold patients in position for surgical preparation ◦ Answer patient call signals, signal lights, bells, or intercom systems to determine patients' needs • Infection Control ◦ Disinfect or sterilize equipment or supplies, using germicides or sterilizing equipment ◦ Clean hands with antimicrobial soap before and after patient contact ◦ Proper selection and use of PPE Barriers (i.e. masks, gloves, gowns) ◦ Knowledge of hospital transport routes and procedures that minimize risk of transmission to other patients, staff, and guests Skill • CPR Certified ◦ Check for consciousness ◦ Restore blood circulation with chest compressions ◦ Clear airway using the head-tilt, chin-lift maneuver ◦ Apply rescue breathing techniques Skill 46 • Physically Fit ◦ Lift, carry, and transport patients of various body weights ◦ Ability to walk long distances ◦ Ability to be on feet for long hours
- 47. You can seeyour pathway. Apprentice Electrical Apprentice Fusion OEM Assembler Engineer Electrical Assembler Electrical Engineer Fusion OEM Fusion OEM - EE Degree You have a choice. 47
- 48. Learning provides aperspective for all. Job Opening Candidate Instructor Electrical Assembler Timothy Chase Joe Garcia Fusion OEM Electrical apprentice workforce solutions I train people on: “Timothy is a hard worker and pleasure to be around.” - Joe Hanky 48
- 49. • Gaining traction... Chicago:50,000 accounts supporting summer jobs program, ICNC partnership, FusionOEM, others Baltimore: Harbor Point, Harbor East developments Grand Rapids: pilot with community college and local workforce collaborative in manufacturing and healthcare New Orleans: Invitation from economic development to align trainers and employers in key sectors 49
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- 53. Thank you! Dr. DeborahEverhart @ariadne4444 Carla Casilli @carlacasilli @openbadges Anne Derryberry @aderryberry