This document discusses the identification and recognition of desired competences in digital open badge-driven learning. It presents a project called WORKPEDA that aims to develop work-integrated pedagogy in higher education by bringing the working life perspective more strongly into education. The project seeks to identify what competences students and working life expect from education to help develop curriculum. Digital open badges can help visualize the gap between existing and desired competences and guide learners' development. The document discusses using a badge-constellation to describe different professions, competencies, and learning paths. It provides examples of how badges include identifiers, assessments of competencies, and evidence to describe skills in a trustworthy, updatable way.

1. The Concept of Desired Competences
in Digital Open Badge-Driven Learning
Konceptet för Önskad Kompetens
i Kompetensmärkesstyrt Lärande
’Work-Integrated Pedagogy in Higher Education’ (WORKPEDA)
PhD Sanna Brauer
University of Oulu/ Faculty of Education
sanna.brauer@oulu.fi
MSci, PhD Researcher Eero Talonen
Oulu University of Applied Sciences/ School of Professional Teacher Education
eero.talonen@oamk.fi
NordYrk 2019
Arbetsintegrerad pedagogik i högre utbildning

2. ’Work-Integrated Pedagogy
in Higher Education’
(WORKPEDA) 2018-2020
•Work-integrated Pedagogy in Higher Educa6on project brings the working-life
perspec2ve more strongly into educa6on.
•Co-opera2on between educa2on and the world of work can improve graduates’
employment and speed up their transi6on to working life.
•Students learn versa6le skills, their understanding gains depth and professional
iden2ty becomes clearer.
•WORKPEDA project develops pedagogy where higher educa6on ins6tutes together
with the workplace create learning opportuni6es to integrate theory and prac6ce.
•WORKPEDA project seeks to develop not only workplace learning but also teaching on
campus.
WORKPEDA is transforming learning
Arbetspedagogiken förändrar lärandet

3. Work-package 4
Working-life perspective
in curricula development
Identification and
Recognition of
Desired
Competences
Oulu

4. • The gap between exis6ng and desired competences
Digital open badges offer to visualise the gap between exis.ng and
desired competences and help learners progress efficiently towards
intended learning outcomes.
In order to be able to describe the desired knowledge and skills
through the badge constella6on of competences, we need to
understand the construc6on process of required competences.
Identification and Recognition of
Desired Competences
Models for development of students’ working-life skills,
for curricular reforms, and for work-integrated pedagogy
Identifiering och erkännande av
önskade kompetenser

5. 3 different views
1) What kind of competences students expect from educa6on?
Vilken typ av kompetens förväntar sig studerandena av utbildningen?
2) What kind of competences working life expects from the
students? Vilken typ av kompetens förväntar sig arbetslivet av studerandena?
3) How these different views on exit profiles or graduate
a:ributes have been noted within development of assessment
prac6ces and construc6on of the competence-based curricula?
Utveckling av bedömingsmetoder och uppbyggnad av kompetensbaserade
läroplaner.
3 olika syner på att definiera "kompetensen"
Identification and Recognition of
Desired Competences

6. Digital Open Badges
Digitala märken i öppna badge-system
•In the future, there will be increasingly numerous
ways to develop competences.
•Badges help students to perceive their exis6ng
competences and inform how to proceed studying.
•Digital open badges offer novel possibili6es in
iden6fying and recognising different competences
independent of how they were acquired.
Digital badges (e.g. Mozilla Open Badges) describe and explain
professional exper2se and requirements of digi2sed working life

7. (https://openbadgefactory.com)
PERSONAL LEARNING
ENVIRONMENT
Personal Learning Environments and Personal Learning Networks in professional teaching
PROFICIENCY GOALS
-Understand the opportunities and available via a personal learning environment and network e.g. own skills
development and visualising your own processes. -Understand how a personal learning environment can be
utilised in professional teaching.
THEMES
-Personal learning environment and network possibilities and challenges in professional teaching.
SKILLS DEMONSTRATION
-Describe your current or a planned personal learning environment and/or network using any desired media
e.g. video / written document. You may also describe a PLE from the perspective of your students and how
they would utilise a PLE.
-Also describe with which kind of tools or environments your described PLE will be accomplished. Upload your
media e.g. to a cloud service and provide a link in your application.
• A b a d g e i n c l u d e s a n
identification image, graphic
or icon, the name of the
badge, issuer identification
a n d o t h e r i n f o r m a t i o n
content.
• The metadata describes the
principles of judgement and
explain how the competence
in question should be
demonstrated (e.g., an online
document).
• Even if competencies are
acquired differently they
should be assessed equally.
“an image file embedded with
information” (Grant, 2014, p. 7)

8. A badge-constella6on of
competences describes
and explains different
p r o f e s s i o n s ,
requirements of working
life, learning objec6ves
and different study
paths how to get there.
For the student
For policy makers and
institutions
For working life

9. Digital Open Badge-Driven Learning
Competence-
based approach
Criterion-based
assessment
Evidence-based
Updatable
Trustworthy
Brauer, 2019; cf. Salmon, 2018
Instruerande
kompetens-
märken
Kompetensmärkesstyrd inlärningsprocess
bygger på märkeskonstella6on av olika
kompetenser.

10. Brauer, 2019
Feeding the desire to learn
• Triggers offer to affect learning arousing and maintaining interest
(Hidi & Renninger, 2006; Järvelä & Renninger, 2014; Renninger &
Bachrach, 2015) until final completion of the desired learning action
(Dichev et al., 2014).
• Triggers allow students to continue studying after completing the initial
task (Dichev et al., 2014; Werbach, 2014).
WHAT STUDENTS EXPERIENCE, LEARN AND THEN APPLY
• The prompting trigger of learning might help students visualise
their learning as a reward badge (Brauer, Siklander, &
Ruhalahti, 2017, Fitz-Walter et al., 2011; Gamrat et al., 2016;
Hamari, 2017; Montola et al., 2009; Reid et al., 2015).
• Students also gain a sense of excitement similar to that of
playing games (Deterding, 2012; 2015). They benefit from
facilitators’ interaction, collaboration and feedback during
the learning process (Siklander et al., 2017).

11. Digital competence framework for educators: Areas and scope (Redecker, 2017, p. 15).
UNESCO’s ICT Competency Framework for Teachers (UNESCO, 2011, p. 3)
The standards and frameworks
are important at the national and
international levels to set the
direction for development.
Official guidelines are not always
the best tool for individuals
seeking to identify personal
competences or to comprehend
the needs of development in
practice.
“Different digital
pedagogical competence
frameworks seek to support
teaching personnel,
educational institutions and
policymakers in developing
effective and meaningful
criterion-based
competence development
(Kools & Stoll, 2016).”

12. Learning, Education and Technology (LET) is a full-time two-year international
Master’s Programme (120 ECTS credits). After completing the programme,
students are awarded a Master of Arts (Education) degree.
Problem Solving in Technology-Rich Environments
Identification and recognition of desired competences
Knowledge and competencies needed in modern education
Collaborative
Cross-disciplinary
Working life co-
operation
Authentic cases

13. Students & Alumni
Methodology:
Systematic Literature Review
(SLR)
Interviews
Questionnaire
Results
Identification and Recognition of
Desired Competences

14. Problem-solving case 2 (10 cr)PBL
Working Life Integrated Badges 8 cr
Digital Open Badge-Driven Learning Process
Gamified Constellation of Competences
Alumni/ Working Life co-operation
Working Life Relevance of Curricula
Working Life Skills (UraMOOC 2 cr)

15. Creativity
and
Divergent
Thinking!
Convergent
Thinking!Perceiving
Level Bronze
Approaching
Level Silver
Managing
Level Gold
Meta Badges
+
Critical
Thinking!
+
OHJAAJAT ARVIOI!
Novice
EXPERTI
SE!
Co-
operative!
Knowledge
Constructio
n!
=
COLLABORA
TIVE!
THINKING
SKILLS!
SHARED!
EXPERTISE!
=
=
+
Process
Thinking!
Adaptive
EXPERTI
SE !
Routine !
EXPERTI
SE!
COLLABO-
RATIVE!
SOLVING
PROCESS!
+
+
COLLABORATIVE!
KNOWLEDGE
CONSTRUCTION!
+
Knowledge
Sharing!
Collaborati
ve
Knowledge
Constructio
n !
+
+
+
=
Example

16. DEFINING
PROBLE
M!
PROBLEM
DESCRIPTI
ON!
COLLABORA
TIVE
SOLVING
PROCESS!
TEAM
WORK IN
PROBLEM
SOLVING!
ELABORATI
ON!
=
+
URAMOOC!+
+
+
+
+
PROBLEM SOLVING
40 Basic Badges!
8 Meta Badges!
7 Level Badges!
!
!
PRESENTING!
+
COLLABORA
TION!
+
Problem
Solving Case -
BADGE!
!
Badge applications reviewed by tutors, peers or working life!
• The project is based on the model
of integrative pedagogy, in which
working-life experience is reflected
on in the light of theoretical
knowledge.
• Taking an educational approach to
work experience serves this
purpose. The aim is to produce
expertise that combines in-depth
understanding, active agency, and
versatile skills.

17. The ESCO Skills/Competences classification
Competitive Skills - National Open Badge -constellation of
problem solving in technology-rich environments (PSTRE)
The aim of the project is to develop a nationwide open badge constellation, which enables the verification of adults’
problem solving skills in technology-rich environments (PIAAC) by identifying and recognising competences acquired
outside the formal education system, at different levels of education, and in transition phases of the education
structure. In addition, the project provides a requirement framework of competence (determining the composition of
objectives, core contents and assessment criteria) for securing IT-related problem-solving skills in formal and non-formal
education.

18. Oulun yliopisto
10 Yliopistoa
6 Ammattikorkeakoulua
Kiitos! Tack! Thank you for your attention!
Sanna Brauer https://www.linkedin.com/in/sannabrauer/
Eero Talonen

19. References
Brauer, S. (2019). Digital Open Badge-Driven Learning –Competence-based Professional Development for Vocational Teachers (doctoral dissertation). University of
Lapland.
http://urn.fi/URN:ISBN:978-952-337-110-1
Brauer, S. & Siklander, P. (2017). Competence-based assessment and digital badging as guidance in vocational teacher education. In H. Partridge, K. Davis, & J.
Thomas (Eds.), Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational
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10.1080/07370024.2014.993471
Dichev, C., Dicheva, D., Angelova, G. & Agre, G. (2014). From gamification to gameful design and gameful experience in learning. Cybernetics and Information
Technologies, 14(4), pp.80-100.
Fitz-Walter, Z., Tjondronegoro, D., & Wyeth, P. (2011). Orientation passport: Using gamification to engage university students. Proceedings from the 23rd
Australian computer-human interaction conference. 122-125. ACM.
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Grant, S. (2014). What counts as learning. DML Research Hub. Retrieved from http://dmlhub.net/publications/what-counts-learning/
Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71, 469-478. https://
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10.1787/5jlwm62b3bvh-en
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