Examining the Role of Digital Badges in a University's Massive Open Online Co...G. Alex Ambrose
This presentation examines the role of digital badges – an emerging alternative microcredential – in a Massive Open Online Course (MOOC) called Math in Sports (Math) offered by the University of Notre Dame in 2016. Three badges were designed and awarded with an accompanying study. The study addressed four research questions about the impact of digital badges on MOOC participants, the profile of digital badge pursuers, the perceptions of digital badges, and the ability digital badges have to ensure that MOOCs serve their purpose. We can draw five major conclusions from this research:
“MOOC participant” should only describe those who engage with MOOC content
MOOC passers are interested in credentials that distinguish them from other course participants
MOOC passers do not perceive the digital badge to be equivalent to the verified certificate
The majority of MOOC passers are previously-educated, adult males from the United States, but digital badges may be used to diversify the population of MOOC completers
MOOC participants need more information about digital badges to fully understand and appreciate their value.
With these conclusions in mind, we offer three design recommendations for badges in MOOCs: create digital badges that recognize, validate, and assess distinct and specialized knowledge or skills gained in the course; distribute more information about the value of digital badges and how to use them; and connect digital badges more directly with social networking sites, particularly LinkedIn.
Two directors meet at the crossroads of peer (lisa d'adamo weinstein's confli...Lisa D'Adamo-Weinstein
Our peer tutor training and academic support delivery models are tailored to the diverse needs of student
populations at a 2 year and 4 year college.
The directors will discuss how these models prepare students for
success. Participants will leave with ideas for enhancing their training and academic support programs.
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.
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.
Examining the Role of Digital Badges in a University's Massive Open Online Co...G. Alex Ambrose
This presentation examines the role of digital badges – an emerging alternative microcredential – in a Massive Open Online Course (MOOC) called Math in Sports (Math) offered by the University of Notre Dame in 2016. Three badges were designed and awarded with an accompanying study. The study addressed four research questions about the impact of digital badges on MOOC participants, the profile of digital badge pursuers, the perceptions of digital badges, and the ability digital badges have to ensure that MOOCs serve their purpose. We can draw five major conclusions from this research:
“MOOC participant” should only describe those who engage with MOOC content
MOOC passers are interested in credentials that distinguish them from other course participants
MOOC passers do not perceive the digital badge to be equivalent to the verified certificate
The majority of MOOC passers are previously-educated, adult males from the United States, but digital badges may be used to diversify the population of MOOC completers
MOOC participants need more information about digital badges to fully understand and appreciate their value.
With these conclusions in mind, we offer three design recommendations for badges in MOOCs: create digital badges that recognize, validate, and assess distinct and specialized knowledge or skills gained in the course; distribute more information about the value of digital badges and how to use them; and connect digital badges more directly with social networking sites, particularly LinkedIn.
Two directors meet at the crossroads of peer (lisa d'adamo weinstein's confli...Lisa D'Adamo-Weinstein
Our peer tutor training and academic support delivery models are tailored to the diverse needs of student
populations at a 2 year and 4 year college.
The directors will discuss how these models prepare students for
success. Participants will leave with ideas for enhancing their training and academic support programs.
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.
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.
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Personal Learning Environments for Humanitarian Learning and DevelopmentDon Presant
Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
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.
Digital Badging: Student-Curated Evidence of LearningNiesha Ziehmke
Overview of the Co-Curricular Digital Badging Pilot at LaGuardia Community College. Goal: To explore the technological needs to implement a badging system at the college; translate student achievements to other stakeholders; help students better understand their own skill set and potential career paths; and create future leaders. Funded in part by Title V: Project Avanzar and Lumina's Comprehensive Student Record Initiative.
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Personal Learning Environments for Humanitarian Learning and DevelopmentDon Presant
Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
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.
Digital Badging: Student-Curated Evidence of LearningNiesha Ziehmke
Overview of the Co-Curricular Digital Badging Pilot at LaGuardia Community College. Goal: To explore the technological needs to implement a badging system at the college; translate student achievements to other stakeholders; help students better understand their own skill set and potential career paths; and create future leaders. Funded in part by Title V: Project Avanzar and Lumina's Comprehensive Student Record Initiative.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...cilass.slideshare
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
Getting the Term Started Off Right
Are you a busy student with competing personal, professional, and educational demands?
This workshop will provide you with practical advice and effective techniques to help you balance your priorities and take control of your time to become better prepared to tackle the challenges of being an effective learner.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
2019 Midwest Scholarship of Teaching & Learning (SOTL) conference presentation. The goal of this presentation is to share our data-informed approach to re-engineer the exam design, delivery, grading, and item analysis process in order to construct better exams that maximize all students potential to flourish. Can we make the use of exam analytics so easy and time efficient that faculty clearly see the benefit? For more info see our blog at https://kaneb.nd.edu/real/
Liberate Learning through Next Generation Assessment -AACU 2018 Closing PlenaryG. Alex Ambrose
Abstract:
The ability to authentically capture and assess student opinions and growth has always been a challenge. Polls, surveys, and focus groups are some of the most common ways for administrators to gather assessment data at an institutional level; however, these indirect sources only serve as proxy indicators of student voices and experiences. And while ePortfolios may provide better and more authentic direct assessment, they are usually not faster or easier. How can we merge the efficiency of the forms, polls, and surveys with the power of ePortfolios to have a faster, better, and a deeper look into our students’ expectations? We will provide an overview of our current text mining assessment methods for over 2000 students ePortfolio reflections given specific prompts. These methods will provide a counter-narrative to indirect surveys that liberate all of our students’ unique voices and allow us to better align their aspirations in the arena of higher education.
Presenters:
G. Alex Ambrose, Program Director of ePortfolio Assessment, University of Notre Dame
Trunojoyo (Atun) Anggara, Academic Advisor and Educational Data Assessment Postdoctoral Fellow, University of Notre Dame
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
Ambrose, G. Alex, Mangione-Lora, Elena, Clark, G. Chris (2016) “Flipped Finals: Assessment As Learning via Culminating ePortfolios” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, IN
Googlios: Next Generation E-Portfolios at the University of Notre DameG. Alex Ambrose
A presentation for the College of First Year of Studies at Notre Dame. For the presentation notes, links, and to comment see:
http://edvibes.blogspot.com/2009/12/googlios-next-generation-e-portfolios.html
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Ambrose, G. Alex , Smith Ware, Michelle, Anggara, Trunojoyo, (2016)
“Incorporating ePortfolios into Advising Practice” The Association of
Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
Midwest Regional Conference, South Bend, Indiana
How to Cite this Presentation:
4. The First Year of Studies
Collegiate home for all incoming students
FYS Advising
Individual & Group Meetings
Academic Monitoring
Communication with Faculty
First-Year Milestones
7. Traditional vs. Technology-Mediated Advising
Traditional Advising
Admissions Information
Advising Objectives/Goals
Synchronous Meetings
Group
Face-to-Face
Faculty Inquiries
Academic Monitoring
Midterm
Final Grades
Technology-Mediated Advising
Up-to-date Student Information
Assess On-going Progress
Asynchronous Learning Opportunities
Reflections before/after synchronous meetings
Early alert to potential students of concern
8. What is an ePortfolio?
e•Port•fo•li•o noun: an electronic space, story, and system
that functions as a workspace and showcase in which to
collect, select, reflect, publish, link, archive, and demonstrate
knowledge, skills, reflections, and more as multimedia
evidence of what you know and can do.4
4. Ambrose (2012)
9. What is an Advising ePortfolio?
“Teaching tool designed to assist students in improving their
decision-making, goal setting and planning skills.”1
Blended Advising Model2
Grounded in Blended Learning Theory3
1. Ambrose, Martin & Page (2014)
2. Ambrose & Williamson Ambrose (2013)
3. Garrison & Kanuka (2004)
10. Advising ePortfolio Initiative
Began in 2012-13 Academic Year
Goals:
1. Introduce students to using
ePortfolios early in their collegiate
careers (University)
2. Enhance the first-year advising
experience (FYS)
3. Strengthen first-year student
engagement (FYS)
Ambrose, Martin & Page (2014)
14. ePortfolios in Advising Practice: Context
Early Actions
November 1st
Regular Decision
January 1st
Welcome Weekend:
August 22nd-23rd
ca. 8-10 months gap between
admissions deadline and
welcome weekend!
Taken from: http://bit.ly/1T7abkM
15. ePortfolios in Advising Practice: Framework
Framework: First Year of Studies Milestones
1. Connect with our community
2. Have a vision
3. Manage your learning
4. Navigate the system
5. Plan your studies
6. Evaluate your progress
Fall Semester
Spring Semester
ePortfolio
17. ePortfolios in Advising Practice: Prompts
Fall 2015: “Initial Thoughts” Examples
What skills do you hope to begin developing through your First Year courses and
experiences? How will these skills help you prepare for your future? Milestone: Connect
Everyone has some apprehensions about their first year of college. They often worry about
their ability to manage the separation from family and friends, making new friends, living
with a roommate or fitting in a new environment (find their place at Notre Dame). I plan to
be comfortable and find my place at Notre Dame by (Be specific)...
Milestone: Connect (Belonging)
List the top 3 of your expectations walking into an advising session.
Milestone: Connect & Plan
18. Example: List the Top 3 of your Expectations Walking into an Advising
Session
19. Example: List the Top 3 of your Expectations Walking into an Advising
Session
… That the [advisor will help] me find the best courses …
… that my [advisor will help] me set up a plan …
… My [advisor will help] me to discover new courses …
… I hope my [advisor will help] guide me to explore degrees …
… my [advisor will help] me to define a path …
… a vision of what my [next four years] will entail, knowing full …
… what my plan for the [next four years] should look like, that …
… map out of what my [next four years] are going to look like …
… to achieve them during my [next four years] in college. I expect …
… a realistic plan for my [next four years] in college …
… about my career for the [next four years] of my time at Notre Dame ….
20. Fall Advising Session
Meet one-on-one with the students:
1. Building rapport
2. Discuss ePortfolio content
3. Provide guidance and academic support
1. Connect with our community
2. Have a vision
3. Manage your learning
4. Navigate the system
21. Winter Break
First-year students got their first semester GPA:
One week before Spring semester starts:
Reflection through “Mid-Year Adjustments and Plans” prompt
22. ePortfolios in Advising Practice: Prompts
Spring: “Mid-Year Adjustments & Plans” Examples
List the top 3 struggles you had during your first semester of college and how to overcome it.
Be Specific.
Milestone: Reflect
Every student feels like he or she has failed something - a paper, an exam, an audition or
tryout. What are some ways that you have managed to rebound from setbacks? Which classes
were most challenging, and how did you handle these challenges? Milestone: Evaluate
What major are you now considering studying? What do you find intriguing about it and how
has your interest in this area developed at ND? How confident do you feel about your present
choice? Milestone: Broaden/Plan
23. Spring Advising Session
Meet one-on-one with the students:
1. Reflecting back on first semester
2. Discuss adjustments
3. Declaring college(s) and/or major(s)
1. Evaluate your progress
2. Broaden your horizons
3. Reflect on your experiences
4. Plan for the future
25. OUTCOMES: Blended Advising Model
Increase/strengthen student
engagement in the FY
advising process
Improve FY student-advisor
interactions
Introduce students to using
ePortfolios early in their
collegiate careers
Enhance the first-year advising
experience
Assess FY student growth
Ambrose & Williamson Ambrose (2013)
28. OUTCOMES: Assess FY Student Growth
FYS Advising ePortfolio Building Process
Are students meeting First Year Milestones?
What types of artifacts (evidence) do students provide?
Individual/Group Advising Meetings
Are conversations more fruitful & meaningful for students?
Do students ask more substantive questions?
Non-Participators
Is this a red flag for other issues?
29. Challenges
Getting student buy-in
Providing quality reflections
Adjustment to new technology
Getting advisor buy-in
Dedicating time & adjusting old routines
Adjustment to new technology
Developing strategic questions
Not making it too complicated for students
Providing substantive questions for advisors
30. Best Practices
Provide a framework for why developing an ePortfolio
is beneficial.
Align with your advising goals
FYS Milestones
Tell them why it’s important & how you will use it
Take time to review students’ ePortfolios.
Read the eP & ask questions
Use students’ own words your meetings and ask
the student to elaborate
Offer suggestions for continued ePortfolio development.
Allow the student to maintain control over the
content of their ePortfolios.
Encourage participation in additional engagement
opportunities
Use as another check-point
Quality of student academic work
Red flag for other issues
33. References
Ambrose, G.A. (2012). FAQ: What is an ePortfolio. Retrieved from
https://sites.google.com/site/ndeepresources/support/blog/faqwhatisaneportfolio
Ambrose, G.A., & Williamson Ambrose, L. (2013). The Blended Advising Model:
Transforming Advising with ePortfolios. International Journal, 3, 75–89.
Ambrose, G.A., Martin, H. & Page, H. (2014). Linking advising and e-Portfolios for
engagement: Design, evolution, assessment, and university-wide implementation.
AAC&U, 16(1).
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative
potential in higher education. The Internet and Higher Education, 7(2), 95-105.
doi:10.1016/j.iheduc.2004.02.001
Editor's Notes
Maureen Dawson, Ph.D.
G. Alex Ambrose, Ph.D.
Alison Lanski, Ph.D
Trunojoyo (Atun) Anggara, Ph.D.
John Dillon, Ph.D.
.
(Work of Chen & Black, 2010)
Term ePortfolio can be defined in many different ways depending on their intended user (i.e. administration, faculty or students) and how they will be used (i.e. accreditation, academic coursework or personal development).
Advising ePortfolio = cornerstone of the Blended Advising Model => grounded in blended learning theory => incorporates both online/digital media and traditional F2F/brick and morar components to positively impact student learning
proposed term blended advising is based on an established theory of learning and deliberately incorporates the strengths of both the face-to-face and online environments through synchronous and asynchronous
http://bit.ly/1T7abkM
Here are teaching moments!
By Academic Year:
Assignment #1 (Initial Thoughts)
2012-2013: 1269 (67.2%)
2013-14: 1488 (71.1%)
2014-2015: 1607(79.1%)
2015-2016: 1843 (91.4% as of 10/6)
Assignment #2 (Mid Semester)
816
953
430
Data TBC
By Academic Year:
Assignment #1 (Initial Thoughts)
2012-2013: 1269 (67.2%)
2013-14: 1488 (71.1%)
2014-2015: 1607(79.1%)
2015-2016: 1843 (91.4% as of 10/6)
Assignment #2 (Mid Semester)
816
953
430
Data TBC