The document discusses the Humanitarian Passport Initiative's open badges pilot. The initiative aims to better enable humanitarian workers to access quality learning and have their skills recognized based on professional standards. The pilot will use open badges on a digital platform to establish, support, and share skills, experience, and learning for humanitarians using recognized frameworks. This will help increase professionalism and improve employment and volunteering opportunities in the sector. The timeline outlines the initiative's history and plans to build out open badge offerings and make the platform self-sufficient over time.
Humanitarian Passport Initiative - Open Badges PilotDon Presant
This document summarizes a working group presentation on developing an open badges pilot for the Humanitarian Passport Initiative. The presentation outlines the overall challenge of showing skills and competencies through badges. It discusses potential learners in humanitarian and other fields. It also explores competency-based learning approaches and how badges can support lifelong learning pathways. The presentation provides examples of how badges are currently being used and proposes developing aligned badge frameworks and skills standards. It introduces plans to pursue badge pilot projects and engage additional organizations in an open badges network to recognize humanitarian learning.
HPass - Humanitarian Learning and Development, Powered by Open BadgesDon Presant
The document discusses plans for a pilot of open badges to recognize humanitarian learning and skills. The pilot will involve several organizations and explore using badges for a variety of purposes including certifying skills, recognizing experience, and tracking progress along learning pathways. Badges will be issued through an open badge platform and aim to provide portable, verifiable credentials for humanitarian learners across agencies and sectors. The document outlines several potential pilot projects to begin in July along with next steps to further develop the initiative and badge design.
Open Badges Across the Humanitarian SectorDon Presant
This document summarizes a presentation on open badges across the humanitarian sector. The presentation discusses themes such as lifelong learning, recognition being as important as delivery of learning, and how badges can build help networks. It provides examples of how organizations like Doctors Without Borders and UNICEF are using online learning and badges. The presentation envisions a future where a humanitarian passport initiative could provide recognition of skills through open badges, connected to various skills frameworks and quality standards.
This document discusses open badges and their potential uses in higher education. It begins by outlining some issues with traditional paper-based credentials, such as a lack of transparency and difficulty sharing. It then introduces open badges as a way to make learning more visible and provide granular, stackable credentials. Examples are given of how open badges have been used for skills recognition, professional development, and co-curricular learning. The document argues that open badges can fill gaps left by traditional grades and provide evidence of informal learning experiences.
Presented in Winnipeg December 7, 2019: framing the need, describing open badges the solution, providing lots of examples and use cases, then describing CanCred Factory and Passport solutions and suggesting next steps.
Open Badges - eCampusOntario Sandbox introduction for Mohawk CollegeDon Presant
This document discusses open badges and their potential role in recognizing skills and competencies. It notes that technological changes are shortening the shelf life of existing skill sets, and social and emotional skills will be increasingly important. Open badges can provide clear progress markers for learners, support flexible learning pathways, and allow diverse forms of learning to be recognized. Badges offer immediate transparency and validation of skills. When implemented effectively with stakeholder engagement and a focus on learner needs, open badges can help build a skills network by making learning more visible and credentials more portable.
Frames the need for Open Badges, describes them, provide several examples and discusses ways of getting started. Focus is on community organizations, for the Cannexus audience.
This document summarizes open badges and their role in recognizing skills. It discusses how open badges can provide a common language for competencies, recognize diverse types of learning, and create flexible learning pathways. Badges offer a portable, digital record of skills and accomplishments that is shared online. The document provides several examples of open badges being used across industries and educational institutions to recognize skills, make skills visible, and support lifelong learning.
Humanitarian Passport Initiative - Open Badges PilotDon Presant
This document summarizes a working group presentation on developing an open badges pilot for the Humanitarian Passport Initiative. The presentation outlines the overall challenge of showing skills and competencies through badges. It discusses potential learners in humanitarian and other fields. It also explores competency-based learning approaches and how badges can support lifelong learning pathways. The presentation provides examples of how badges are currently being used and proposes developing aligned badge frameworks and skills standards. It introduces plans to pursue badge pilot projects and engage additional organizations in an open badges network to recognize humanitarian learning.
HPass - Humanitarian Learning and Development, Powered by Open BadgesDon Presant
The document discusses plans for a pilot of open badges to recognize humanitarian learning and skills. The pilot will involve several organizations and explore using badges for a variety of purposes including certifying skills, recognizing experience, and tracking progress along learning pathways. Badges will be issued through an open badge platform and aim to provide portable, verifiable credentials for humanitarian learners across agencies and sectors. The document outlines several potential pilot projects to begin in July along with next steps to further develop the initiative and badge design.
Open Badges Across the Humanitarian SectorDon Presant
This document summarizes a presentation on open badges across the humanitarian sector. The presentation discusses themes such as lifelong learning, recognition being as important as delivery of learning, and how badges can build help networks. It provides examples of how organizations like Doctors Without Borders and UNICEF are using online learning and badges. The presentation envisions a future where a humanitarian passport initiative could provide recognition of skills through open badges, connected to various skills frameworks and quality standards.
This document discusses open badges and their potential uses in higher education. It begins by outlining some issues with traditional paper-based credentials, such as a lack of transparency and difficulty sharing. It then introduces open badges as a way to make learning more visible and provide granular, stackable credentials. Examples are given of how open badges have been used for skills recognition, professional development, and co-curricular learning. The document argues that open badges can fill gaps left by traditional grades and provide evidence of informal learning experiences.
Presented in Winnipeg December 7, 2019: framing the need, describing open badges the solution, providing lots of examples and use cases, then describing CanCred Factory and Passport solutions and suggesting next steps.
Open Badges - eCampusOntario Sandbox introduction for Mohawk CollegeDon Presant
This document discusses open badges and their potential role in recognizing skills and competencies. It notes that technological changes are shortening the shelf life of existing skill sets, and social and emotional skills will be increasingly important. Open badges can provide clear progress markers for learners, support flexible learning pathways, and allow diverse forms of learning to be recognized. Badges offer immediate transparency and validation of skills. When implemented effectively with stakeholder engagement and a focus on learner needs, open badges can help build a skills network by making learning more visible and credentials more portable.
Frames the need for Open Badges, describes them, provide several examples and discusses ways of getting started. Focus is on community organizations, for the Cannexus audience.
This document summarizes open badges and their role in recognizing skills. It discusses how open badges can provide a common language for competencies, recognize diverse types of learning, and create flexible learning pathways. Badges offer a portable, digital record of skills and accomplishments that is shared online. The document provides several examples of open badges being used across industries and educational institutions to recognize skills, make skills visible, and support lifelong learning.
HPass - Integrated Learning and Recognition for Humanitarians Powered by Open...Don Presant
A new service developed for humanitarians: not just about learning delivery, but more open ways to learn, recognise skills and marshal capabilities to support and strengthen the sector to improve outcomes for people in need.
Open Badges Pilot - Humanitarian Passport InitiativeDon Presant
This document discusses the Humanitarian Passport Initiative and Open Badges. It aims to enable access to learning resources and tools to build capacity for humanitarian aid. It works through Academy Centres, Collaboration Centres, and the Kaya digital learning platform. The initiative aims to democratize access to learning and recognition of skills. It promotes the use of open badges to provide portable, visual representations of learning achievements and competencies. The document outlines plans to develop badge systems for humanitarian skills recognition through various partners and aligned with standards. It explores methods for competency-based learning and assessment beyond traditional courses.
Open Badges and Agile Workforce DevelopmentDon Presant
This document discusses open badges and agile workforce development. It provides an overview of open badges, including their history and uses. Open badges can recognize both formal and informal learning, provide portable credentials, and help learners showcase skills and achievements. The document also discusses how various organizations have implemented open badges for purposes like continuing education, professional development, and skills recognition.
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)
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.
Open Badges and the Recognition of Prior LearningDon Presant
This document discusses how open badges can support recognition of prior learning (RPL) and quality assurance. Open badges provide a digital representation of skills and achievements with metadata links for transparency. They support flexible learning pathways and can help validate informal learning. While open badges do not guarantee quality on their own, with good system design they have the potential to improve RPL quality by providing transparency, flexibility and a means to demonstrate skills and competencies. Emerging strategies to improve quality include community engagement, technical standards development, and endorsing those who design badge systems.
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.
The Digital Department project aims to develop the digital literacy skills of teaching administrators (TAs) at UCL. The project team will review current TA processes and digital skill needs, pilot workshops, and evaluate effects on the student experience. They plan to create an accreditation framework with an external organization and integrate digital literacy into TA induction and professional development. The end goals are to establish best practices, professionalize the TA role, and network with other institutions.
CCCS and CSU Digital Badge presentation at Aurora Badge Summit June 2016cccscoetc
Colorado State University Online and the Colorado Community College System are working to create a digital badge ecosystem across higher education institutions and industry in Colorado. The ecosystem is intended to provide transparent, portable credentials for learners through competency-based micro-credentials. It began in 2013 in response to needs from industry for shorter training turnarounds and a more credentialed workforce. Early collaborations established principles of learner-focused, community-centered and industry-driven badges, and a structure was developed to connect competencies, curriculum maps and badge graphics. Pilot programs issued over 130 badges from 2014-2015. Efforts continue to expand industry recognition of badges and connect badges to credit-bearing pathways and degrees.
Digital badges can recognize accomplishments, accreditation, and mastery. There are many sources that issue badges, but most are siloed. Mozilla Open Badges provides an open standard for badges that can be displayed and verified across systems. The presentation introduced digital badges and considerations for badge system design. It also covered earning badges from different sources, displaying badges, and getting started with issuing open badges at an institution.
OBF Academy: Customer case - North Kirkwood Middle SchoolSaarni Learning Oy
Our customer from St. Louis, Missouri, USA, tells how they have started to issue Open Badges for their students. The kids have been involved in the process and they also have a dedicated instance of Open Badge Passport that is also branded for them. This is an ongoing story and we'll hear more before summer and this fall.
ePortfolios and Open Badges for ImmigrantsDon Presant
Exploring how Open Badges and ePortfolios can help immigrants learn and demonstrate their skills in language learning and employability. Part of a series.
Link to support page: bit.ly/openbadges4immigrants
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
This document outlines the goals and progress of the Digital Department project at UCL, which aims to professionalize teaching administrators (TAs) through training, accreditation, and developing best practices for using technology to enhance student experience. The project has so far involved workshops, case studies on areas like quality assurance and distance learning, and provided initial training opportunities. Next steps include formalizing an accreditation framework and professional development program for TAs.
This document summarizes lessons learned from piloting an international humanitarian recognition network called HPass. Key findings include: coaching was crucial for supporting organizations in understanding standards and badging; confusion remained around standards versus badging; and an integrated service offering is needed with badges serving as the medium for skills recognition stored on a shared platform (myHPass). Next steps involve analyzing results, improving tools, building critical mass of aligned badges, and launching minimum viable products in 2019 like optional advisory services and an organizational member journey. The goal is to strengthen the humanitarian sector through open, lifelong learning and skills recognition.
This document discusses an Open Badges trial conducted by Cambridge English from October 2016 to March 2017. The trial found that while teacher familiarity with Open Badges increased over time, employers were still less familiar. Teachers were motivated to earn badges for professional development and to prove their skills, but were uncertain how badges could be used. The trial demonstrated growing interest in Open Badges for recognizing learning, though wider adoption depends on teacher influence and recognition by employers. Cambridge English plans to continue issuing badges and research expanding their badge program.
This document discusses the need for and benefits of badge sharing features in Open Badge Factory. It provides several use cases where organizations may want to share badges they have developed, such as an organization sharing its badge system with similar groups. Badge sharing can help avoid inflation, make better use of resources and expertise, and increase badge value if they are widely recognized. The document proposes the next step is developing features to support collaborative badge and badge system design across organizations.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
OBF Academy - Case Humanitarian Passport Initiative 25.9.2017 Saarni Learning Oy
Atish Gonsalves, Global Learning & Innovation Director, from Humanitarian Leadership Academy and Don Presant, President & Executive Producer, from Learning Agents will tell about the Humanitarian Passport Initiative and how digital Open Badges are being used across the humanitarian sector. Organisations from this sector can issue Open Badges for their interest groups through online learning platform Kaya, through other completed training or through passing formal professional development assessments.
The Rocky Mountain Badge Alliance is building cross-sectoral skills networks with Open Badges. This presentation provides support and examples for this important initiative.
The document discusses open badges and their potential uses for recognizing skills and credentials. Open badges provide a digital representation of accomplishments, interests, or affiliations that contain metadata to explain the context and results of an activity. They can recognize both formal education and informal learning experiences. The document presents examples of how organizations are using open badges to support workforce development, map skills, and provide alternative pathways for credentialing learning. Badges are presented as a way to provide transparent, portable recognition of skills that is not limited by traditional education systems.
HPass - Integrated Learning and Recognition for Humanitarians Powered by Open...Don Presant
A new service developed for humanitarians: not just about learning delivery, but more open ways to learn, recognise skills and marshal capabilities to support and strengthen the sector to improve outcomes for people in need.
Open Badges Pilot - Humanitarian Passport InitiativeDon Presant
This document discusses the Humanitarian Passport Initiative and Open Badges. It aims to enable access to learning resources and tools to build capacity for humanitarian aid. It works through Academy Centres, Collaboration Centres, and the Kaya digital learning platform. The initiative aims to democratize access to learning and recognition of skills. It promotes the use of open badges to provide portable, visual representations of learning achievements and competencies. The document outlines plans to develop badge systems for humanitarian skills recognition through various partners and aligned with standards. It explores methods for competency-based learning and assessment beyond traditional courses.
Open Badges and Agile Workforce DevelopmentDon Presant
This document discusses open badges and agile workforce development. It provides an overview of open badges, including their history and uses. Open badges can recognize both formal and informal learning, provide portable credentials, and help learners showcase skills and achievements. The document also discusses how various organizations have implemented open badges for purposes like continuing education, professional development, and skills recognition.
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)
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.
Open Badges and the Recognition of Prior LearningDon Presant
This document discusses how open badges can support recognition of prior learning (RPL) and quality assurance. Open badges provide a digital representation of skills and achievements with metadata links for transparency. They support flexible learning pathways and can help validate informal learning. While open badges do not guarantee quality on their own, with good system design they have the potential to improve RPL quality by providing transparency, flexibility and a means to demonstrate skills and competencies. Emerging strategies to improve quality include community engagement, technical standards development, and endorsing those who design badge systems.
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.
The Digital Department project aims to develop the digital literacy skills of teaching administrators (TAs) at UCL. The project team will review current TA processes and digital skill needs, pilot workshops, and evaluate effects on the student experience. They plan to create an accreditation framework with an external organization and integrate digital literacy into TA induction and professional development. The end goals are to establish best practices, professionalize the TA role, and network with other institutions.
CCCS and CSU Digital Badge presentation at Aurora Badge Summit June 2016cccscoetc
Colorado State University Online and the Colorado Community College System are working to create a digital badge ecosystem across higher education institutions and industry in Colorado. The ecosystem is intended to provide transparent, portable credentials for learners through competency-based micro-credentials. It began in 2013 in response to needs from industry for shorter training turnarounds and a more credentialed workforce. Early collaborations established principles of learner-focused, community-centered and industry-driven badges, and a structure was developed to connect competencies, curriculum maps and badge graphics. Pilot programs issued over 130 badges from 2014-2015. Efforts continue to expand industry recognition of badges and connect badges to credit-bearing pathways and degrees.
Digital badges can recognize accomplishments, accreditation, and mastery. There are many sources that issue badges, but most are siloed. Mozilla Open Badges provides an open standard for badges that can be displayed and verified across systems. The presentation introduced digital badges and considerations for badge system design. It also covered earning badges from different sources, displaying badges, and getting started with issuing open badges at an institution.
OBF Academy: Customer case - North Kirkwood Middle SchoolSaarni Learning Oy
Our customer from St. Louis, Missouri, USA, tells how they have started to issue Open Badges for their students. The kids have been involved in the process and they also have a dedicated instance of Open Badge Passport that is also branded for them. This is an ongoing story and we'll hear more before summer and this fall.
ePortfolios and Open Badges for ImmigrantsDon Presant
Exploring how Open Badges and ePortfolios can help immigrants learn and demonstrate their skills in language learning and employability. Part of a series.
Link to support page: bit.ly/openbadges4immigrants
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
This document outlines the goals and progress of the Digital Department project at UCL, which aims to professionalize teaching administrators (TAs) through training, accreditation, and developing best practices for using technology to enhance student experience. The project has so far involved workshops, case studies on areas like quality assurance and distance learning, and provided initial training opportunities. Next steps include formalizing an accreditation framework and professional development program for TAs.
This document summarizes lessons learned from piloting an international humanitarian recognition network called HPass. Key findings include: coaching was crucial for supporting organizations in understanding standards and badging; confusion remained around standards versus badging; and an integrated service offering is needed with badges serving as the medium for skills recognition stored on a shared platform (myHPass). Next steps involve analyzing results, improving tools, building critical mass of aligned badges, and launching minimum viable products in 2019 like optional advisory services and an organizational member journey. The goal is to strengthen the humanitarian sector through open, lifelong learning and skills recognition.
This document discusses an Open Badges trial conducted by Cambridge English from October 2016 to March 2017. The trial found that while teacher familiarity with Open Badges increased over time, employers were still less familiar. Teachers were motivated to earn badges for professional development and to prove their skills, but were uncertain how badges could be used. The trial demonstrated growing interest in Open Badges for recognizing learning, though wider adoption depends on teacher influence and recognition by employers. Cambridge English plans to continue issuing badges and research expanding their badge program.
This document discusses the need for and benefits of badge sharing features in Open Badge Factory. It provides several use cases where organizations may want to share badges they have developed, such as an organization sharing its badge system with similar groups. Badge sharing can help avoid inflation, make better use of resources and expertise, and increase badge value if they are widely recognized. The document proposes the next step is developing features to support collaborative badge and badge system design across organizations.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
OBF Academy - Case Humanitarian Passport Initiative 25.9.2017 Saarni Learning Oy
Atish Gonsalves, Global Learning & Innovation Director, from Humanitarian Leadership Academy and Don Presant, President & Executive Producer, from Learning Agents will tell about the Humanitarian Passport Initiative and how digital Open Badges are being used across the humanitarian sector. Organisations from this sector can issue Open Badges for their interest groups through online learning platform Kaya, through other completed training or through passing formal professional development assessments.
The Rocky Mountain Badge Alliance is building cross-sectoral skills networks with Open Badges. This presentation provides support and examples for this important initiative.
The document discusses open badges and their potential uses for recognizing skills and credentials. Open badges provide a digital representation of accomplishments, interests, or affiliations that contain metadata to explain the context and results of an activity. They can recognize both formal education and informal learning experiences. The document presents examples of how organizations are using open badges to support workforce development, map skills, and provide alternative pathways for credentialing learning. Badges are presented as a way to provide transparent, portable recognition of skills that is not limited by traditional education systems.
Open Badges & Badge Alliance Overview [Oct. 2014]Open Badges
This document discusses open badges, which are digital credentials that represent skills and achievements. Open badges can capture a complete learning path, signal skills to employers and educators, and help build identity and opportunities for further learning. The Badge Alliance is a network that promotes open badges and brings together organizations using a model of working groups. It aims to establish a shared ecosystem where badges are recognized across contexts and learning is connected throughout one's life. The Alliance was launched in 2014 and has over 650 member organizations collaborating to advance open badges.
Open Badges - Executive Briefing at Red River CollegeDon Presant
This document discusses open badges and their potential role in recognizing skills. It begins by noting the need for better ways to recognize skills and challenges in traditional education approaches. Open badges are proposed as a flexible way to recognize modular, stackable learning from multiple sources. The rest of the document provides examples of open badges being used by organizations to recognize skills, map competencies, and create transparent records of learning. It also discusses the potential for open badge networks to connect educators, employers and learners.
This document discusses open badges, which are digital credentials that recognize skills and achievements. It covers how to create and curate badges, challenges and opportunities of badges compared to traditional certificates, and using badges to showcase experiences. The document advocates for using badges to promote self-determined and lifelong learning. It provides examples of badge programs and challenges readers to participate in badge recognition for their own learning.
MADLaT 2016 Open Badges - Making Learning Visible Don Presant
Open Badges are gaining acceptance as eCredentials by educators, professional bodies and employers around the world because they enable better ways to map, recognize and share learning, including informal learning. Quality Open Badges are trustable tokens of skills and achievements that can be shared in e-portfolios, talent pipelines 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 learning transfer.
This fast-paced presentation lores global practices in Open Badge systems using living examples and case studies, inside and outside formal education.
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: Trusted Currency for a Skills EcosystemDon Presant
This document discusses open badges and skills recognition in a changing job market. It notes that technological changes are shortening the shelf life of existing skills, and that social and emotional skills will be increasingly important. The document outlines top skills for 2020 according to the World Economic Forum, and recommendations for lifelong learning. It discusses competency-based learning and recognition of formal, non-formal and informal learning. Open badges are presented as a way to provide transparent, portable recognition of diverse forms of learning and skills through digital credentials. Examples of open badge implementations across sectors are provided.
Digital badges can recognize skills gained through non-formal learning environments like fabrication laboratories (Fab Labs). The presenter proposes a digital badge system for a Fab Lab to motivate learners and validate skills in technologies, collaboration, and other 21st century abilities. A prototype was developed recognizing skills like building a drone or 3D printer. Digital badges aim to improve training evaluation, link skills to market needs, and support lifelong learning. They may develop expertise in Quebec and contribute to open skills repositories for Fab Labs internationally. Future research could explore badges for organizations with Living Labs and Fab Labs, as well as using blockchain technology.
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
Digital Badges: Making workforce skills visible with portable digital credent...Don Presant
This document provides an overview and agenda for the 2019 Online Learning & I4PL Conference. It discusses the growing need for better recognition of skills through portable digital credentials like digital badges. It outlines challenges in the current education and training systems, including skills gaps, high costs, and lack of recognition for diverse learning experiences. The role of digital badges in providing transparent, stackable, and shareable credentials across sectors is examined through various examples. Hands-on sessions are provided to explore digital badge design and issues around open badge implementation. The conference aims to facilitate cross-sector collaboration on workforce skills recognition.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
This document discusses using digital badges to assess students' development of digital literacy skills. It explains that digital badges provide evidence of skills earned through programs like a school's Digital Passport program. Badges contain metadata describing criteria, evidence of learning, and details. Open badges follow an interoperable standard and can represent a wide range of skills earned both in and out of school. The document advocates that digital badges can guide student learning, illustrate learning pathways, make skills more visible, and allow skills to transfer between contexts. It presents digital badges as having potential but still being in early stages of adoption in education.
Open Badges and Skills Portfolios: Visual Pathways to the Future (Cannexus 2015)Don Presant
This document discusses the potential of open badges and skills portfolios to help address challenges in workforce development and credentialing. It notes issues employers face around skills shortages and innovation gaps. It then outlines how open badges can provide modular, stackable credentials that recognize both formal and informal learning. The document discusses emerging policies and examples of open badges being used for workplace learning, continuing education, and skills development across industries and sectors.
The OpenCred study investigates recognition of non-formal open learning in the EU. It identifies models for recognizing open learning and learners' perceptions. The study team includes researchers from the University of Leicester and the JRC. The study finds that robust assessment is key to recognition but can reduce openness if it is costly or limited to enrolled students. It also finds that open learning is currently recognized through partial qualifications rather than full credentials.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. Global recognition - across agencies & sectors
Humanitarian Passport Initiative
MISSION
“To better enable people to assist communities affected by or vulnerable to crises by facilitating their
access to quality learning and recognition of skills and experience based on professional standards.”
WHAT
Innovative and useful digital space for humanitarians to establish, support & share skills, experience
& learning, using recognized professional development frameworks
WHY
Demonstrably increased professionalisation, service quality
Better employment and volunteering opportunities
Better recruitment and talent development practices
Authentic evidence for continuous improvement
3. Overall Challenge for the HPI
How can badges help people show what they
know and can do?
OUR LEARNERS (Humanitarian and beyond, e.g. Development)
• International staff & other stakeholders
• National Staff
• Local actors (volunteers, local governments, communities)
• Military, private sector (int’l & local)
• Public, students..
3
4. Timeline
Humanitarian Passport Initiative
2012: HPI is established with 24 founding organisations, funded by HLA
2016: HPI research programme is established
2016: Collaboration Centres are established
2017: first 3 “Open Badges as certifications” are released (ISO/ANSI)
2017: Broader Open Badges pilot with Open Badge Factory & Humanitarian Passport
2017: Branding strategy for HPI
2018: Build out HPI content, operations & profile: broad spectrum of Open Badges
2018: Design new HPI organizational structure and income models for self-sufficiency
2019: Launch of new HPI, phased introduction of revenue-based funding models, phased decreases in
HLA funding
2020: HLA ends funding for HPI, continued introduction of revenue-based funding models
5. What does “pilot” mean?
Sandbox?
Proof of Concept?
Prototype?
A pilot that might be officially launched later?
*****************
CONSENSUS: in the short term, a low risk sandbox for prototyping and
iterating innovative ideas for badges 5
7. Volatile ~ Uncertain ~ Complex ~ Ambiguous (and dangerous)
A VUCA world
sceptrefellows
8. Escaping from “seat time”
Competency Based Learning
hbr.org
“… high-quality learning pathways
that are affordable, scalable, and
tailored to a wide variety of current
and emergent industries, based on
competencies, not courses.”
ingegno.in
9. 70: 20: 10 L-i-f-e-w-i-d-e learning
deakinprime.com / wikipedia.org
The LIFE Center
12. Recognition: a human right?
“… all kinds of learning and training outcomes deserve
to be valued and validated, regardless of where and
how they were obtained”unesco.org
13. UNESCO
Guidelines for Recognition, Validation and Assessment (RVA)
Equity and inclusiveness
The right to access and engage in any form of learning and have learning outcomes made visible and valued.
Equal value of formal, non-formal and informal learning
Competences from non-formal and informal learning on par with those obtained formally
Centrality of individuals
Respect and reflect individuals´ needs, and their participation should be voluntary
Improve the flexibility and openness of formal education and training
Diverse forms of learning, taking learners’ needs and experiences into account
Quality assurance
Relevant, reliable, fair and transparent
Stakeholder partnerships
Shared responsibility from design through implementation and evaluation
15. EU: Opening up Education
bit.ly/OpeningUpEd
a) issuing a certificate, diploma or
title
b) acknowledging & accepting
credentials, such as a badge, a
certificate, a diploma or title
issued by a third-party
17. Clear progress markers
motivating learners, supporting advisors
Flexible learning pathways
granular, stackable, laddered,
multi-source, remixable
Visual branding
issuers and earners
Online trust system
demonstrate skills & capabilities
proof of performance
backed by issuer
A digital representation of an accomplishment, interest or affiliation that is visual, available online and
contains metadata including trusted links that help explain the context, meaning, process and result of an
activity.
As an open artefact, the earner can present the badge in different contexts from which it was earned.
Learner-owned microcredential – portable record of learning
What is an Open Badge?
18. Trades Certification - City & Guilds/Worldchefs
worldchefs.org/Certification
Issued using
sharable
Open Badges
24. Professionals in Humanitarian Assistance and Protection (PHAP)
phap.org/digital-badges
Credentialing Program
Membership
“your proof of membership or certification”
28. • Scotland Use Case
“Open Badge Network” (EU)
openbadgenetwork.com
“Badge the World”
29. Humanitarian Passport Initiative
Vision: an international recognition network
PLE/PDE
“… a framework of the skills,
competencies and learning
necessary for humanitarian
workers at different levels.”
30. Flexible & scalable learning
Level 1 - Democratizing Access
• Open & self-guided learning
• Communities of Learning
Level 2 – Structured & Supported Learning
• Guided learning pathways
• Peer feedback & coaching
Level 3 – Localised & In-Person Learning
• Local learning experiences
• Certification pathways
Learning pathways can include self-paced learning
content, social engagement with experts and other learners
and localised in-person training opportunities
31. Open Up Content – collaborate and co-develop
Aggregate first - share learning content across
the sector
Co-develop and invest in new content by
bringing together:
• Subject matter experts
• Instructional designers
• Instructional technologists
• Translators
32. Open Up Access – MOOCs, SPOCs, localisation
Co-develop blended learning programmes:
• Massive Open Online Courses (MOOCs)
• Small Private Online Courses (SPOCs)
Co-develop and invest in sustainable & scalable, localised learning
experiences by creating/bringing together:
• Local & global learning content
• Engagement opportunities – webinars, training events, coaching &
mentoring
• Local trainers, facilitators & coaches
• Academia
34. Across agencies, across careers (DRAFT)
Talent
Pipeline
Recruitment
Induction
Team Building
Performance Management
Talent Management
Experience
Achievements
Professional Development
Career Development
Leadership
Development
SME Specialization
Career Change
Outplacement
Coaching
and
Mentoring
Open, Lifewide Learning
MOOCs, Open Ed Resources,
Personal Learning Network,
Communities of
Practice
Demand
Supply
Career
Pathways
Skills
Marketplace
External
Recognition
Local
Learning &
Development
Providers
New
Mission?
New
Role?
HRIS/ERP
Systems
Performance
Management
System Talent
Management
System
Open
Badges
Humanitarian
Passport
(PLE)
Academic
Recognition?
New
Career?
Aligned to
Recognised
Standards & Skills
Frameworks
Some Potential Participants...
39. Introduced early 2017
v2.0 Open Badge specification
Improved Linked Data / JSON-LD support
• more flexibility, interoperability
Embedded evidence and criteria
More flexible recipient identifiers
• email, telephone number, url, profile id
Third Party Endorsement
• badge issuer, badge class, badge assertion
• new image metadata for accessibility
Internationalization and multi-lingual badges
Improved alignment to external frameworks and objectives
• by issuer, by consumer/3rd party, can be part of endorsement
Security improvements
53. “Business OSCE”
Lipscomb University/Polaris
“CORE measures 15 competencies on a badge system,
which is based on a nationally respected and Fortune 500-
proven competency performance model—the
Polaris Assessment System. Companies already utilizing
this system include Nike, PetSmart, Disney, Mars, Wendy’s
among many others.”
insidehighered.com
54. Graduate Learning Outcomes ~ RPP credits
Recognition of Professional Practice
RPP Credentials applied toward Professional Practice Qualifications (FutureLearn “Cloud Campus” – 1st 2 wk block free!):
Master of Professional Practice (Financial Planning) $5K (10 RPPs) + $14.6K (courses)
Graduate Certificate Professional Practice (Financial Planning)
Master of Professional Practice (Information Technology) $5K (10? RPPs) + $13.1K (courses)
Graduate Certificate Professional Practice (Information Technology)
60. Reporting Out
Identify “pilot” project(s) for July
• PMD Pro certification (LINGOS, MSF Brussels, MSF Barcelona)
• People Management - course & experiential recognition (HLA/LINGOs, MSF Canada)
• Personal Security – Basic, course based (MSF Barcelona, StC?)
…NB other participants welcome! – Badge issuers, earners and consumers
Identify engaged organisations for 4 pro bono Open Badge Factory accounts
• Save the Children, MSF (Barcelona, Brussels, Canada), LINGOS(?), RedR(?)
Ideate/recommend a visual language for HPI badge
• See previous slides, follow up virtually in BaseCamp
LONGER TERM
Identify options for further pilots, potential next steps
• Save the Children: Training of Trainers (blended course)
• HLA Gamification MOOC
Identify areas of need and useful skills frameworks
• See Skills and Badges slides above and forthcoming report
60
63. Humanitarian Passport Initiative
Open Badges Pilot
Project led by
Humanitarian Leadership Academy
Global Learning Director: Atish Gonsalves (@atishgonsalves)
Digital Learning Manager: Kat Sandford
Project Coordinator: Petra Pojerová
Consultant: Don Presant (@donpresant)
65. Visual Dimensions (draft)
Purpose
(Course, Skill, Certification, etc. - see Taxonomy page in workbook)
Skill Area
Level
“Weight” (“resume worthy”?)
Endorsement: “Verified”? ISO/ANSI? HPI?
Date of issue?
Brand of Issuer
AVOID TEXT!
66. Professionals in Humanitarian Assistance and Protection (PHAP)
phap.org/digital-badges
Credentialing Program
Membership
“your proof of membership or certification”
69. Fortune 500 Competency Performance Model
Lipscomb University/Polaris
“CORE measures 15 competencies on a badge system, which
is based on a nationally respected and Fortune 500-proven
competency performance model—the Polaris Assessment
System. Companies already utilizing this system include Nike,
PetSmart, Disney, Mars, Wendy’s among many others.”
72. Base of badge: topic/area (colour) & level (shape)
Example: UNICEF
NB: could be different colour palettes
73. Inner part of badge: subject/object
Example: UNICEF
Example 1:
“Advanced security
in the field” – UN system
E-learning module
Green: Rights and
obligations of UNICEF staff
Hexagon: Intermediate level
Icon: Represents army grade, for “security”
Example 2:
‘Humanitarian Evaluations’
introductory course
Purple: Operations
Circle: Basic level
Logo: Represents
an evaluator’s notebook.
Editor's Notes
About Learning Agents
About Don Presant
Other humanitarian learning systems, e.g.:
-RCRC
-CDC
-UNHCR Global Learning Center