The Future of Learning: Don't get caught with your paradigm downAnne Whaits
Presentation at The Principals' Institute March-May 2012 in Cape Town, Port Elizabeth, Sandton, Pretoria, Midrand, Pietermaritzburg, Durban , South Africa. Hosted by Varsity College for high school principals per region.
This presentation was used to facilitate the Web 2.0 workshops with VC full time staff across all 7 campuses nationally 1-7 November 2011. Many of the slides are those of Steve Wheeler and we thank him for the opportunity to use his work for education purposes.
The Future of Learning: Don't get caught with your paradigm downAnne Whaits
Presentation at The Principals' Institute March-May 2012 in Cape Town, Port Elizabeth, Sandton, Pretoria, Midrand, Pietermaritzburg, Durban , South Africa. Hosted by Varsity College for high school principals per region.
This presentation was used to facilitate the Web 2.0 workshops with VC full time staff across all 7 campuses nationally 1-7 November 2011. Many of the slides are those of Steve Wheeler and we thank him for the opportunity to use his work for education purposes.
This presentation introduces Mozilla Open Badges for an unfamiliar audience, and introduces some simple tools that can be used to get started with designing and issuing Open Badges.
The use of the new information and communication technologies (ICTs) has speedily increased during the last 20 years. They have led us to a new global citizenship, a new way of thinking and even a new way of behaving, which have influenced all knowledge fields, including education. As a matter of fact, UNESCO’s ICT Competency Standards for Teachers (2008) recently pointed out that both students and teachers must utilize technology effectively in order to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society. Students have new ways to access information and learn; they have naturally developed cognitive skills that make the use of digital technology much easier. Thus, they are called ‘the net generation’ or 'digital natives', people who have grown up with technology, mainly Internet (Prensky, 2001). Consequently, teachers have to develop digital competences to satisfy the demands of that new generation. Making the teaching-learning process more effective, interesting, dynamic, updated and adapted to the new learning times is a must for us. This presentation will offer an overview of digital literacy and a basic training on powerful Web 2.0 tools (blogs, wikis, podcasts, social networking, etc) to enhance the ELT teaching practice.
The flat classroom concept is based on the constructivist principle of a multi-modal learning environment that is student-centered and a level playing field for teacher to student and student to teacher interaction. Based on the experiences of the award winning Flat Classroom Project this session will detail seven essential steps for lowering your classroom walls to promote connection and understanding between geographically dispersed, ethnically and culturally diverse groups of students in meaningful, global cooperative authentic learning experiences.
Webinar presentation on March 16, 2012; technology tools for differentiated instruction -- tools for enhancing DI strategies, managing the DI process, and transforming teaching and learning with an emphasis on differentiation.
Open Badges: Making Learning Visible (MADLaT 2014)Don Presant
Emerging research and practice on the impact of Open Badges on learning in higher education.
Move from a duplicate account (http://www.slideshare.net/donpresant9)
Using game-design pedagogies to embed skills in the law or social science curriculum - a 1 day conference held at Staffordshire University on behalf of the Higher Education Academy (HEA).
“Open badges for digital skills: Opportunities and Challenges” By Julie Adams, Academic Skills Tutor (IT), Information Services
Session outline: This session will look at some of the opportunities offered by open badges to recognise skills and competencies both inside and outside the curriculum, as well as some of the challenges to overcome when considering their adoption. It will explain how the Academic Skills Know-how team at Staffordshire University are planning on extending their use of open badges to recognise students’ digital literacy skills. Some of the tools available to ensure badges are well designed and credible will be outlined.
Learn about digital badging and its use in higher education and in libraries. Why is this new trend in micro-credentialing gaining in popularity? You’ll have a chance to take a behind the scenes look at the Metaliteracy Badging System (metaliteracybadges.org) and find out how this project went from a gleam in the eye to a robust system being used by hundreds of University at Albany students.
This presentation introduces Mozilla Open Badges for an unfamiliar audience, and introduces some simple tools that can be used to get started with designing and issuing Open Badges.
The use of the new information and communication technologies (ICTs) has speedily increased during the last 20 years. They have led us to a new global citizenship, a new way of thinking and even a new way of behaving, which have influenced all knowledge fields, including education. As a matter of fact, UNESCO’s ICT Competency Standards for Teachers (2008) recently pointed out that both students and teachers must utilize technology effectively in order to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society. Students have new ways to access information and learn; they have naturally developed cognitive skills that make the use of digital technology much easier. Thus, they are called ‘the net generation’ or 'digital natives', people who have grown up with technology, mainly Internet (Prensky, 2001). Consequently, teachers have to develop digital competences to satisfy the demands of that new generation. Making the teaching-learning process more effective, interesting, dynamic, updated and adapted to the new learning times is a must for us. This presentation will offer an overview of digital literacy and a basic training on powerful Web 2.0 tools (blogs, wikis, podcasts, social networking, etc) to enhance the ELT teaching practice.
The flat classroom concept is based on the constructivist principle of a multi-modal learning environment that is student-centered and a level playing field for teacher to student and student to teacher interaction. Based on the experiences of the award winning Flat Classroom Project this session will detail seven essential steps for lowering your classroom walls to promote connection and understanding between geographically dispersed, ethnically and culturally diverse groups of students in meaningful, global cooperative authentic learning experiences.
Webinar presentation on March 16, 2012; technology tools for differentiated instruction -- tools for enhancing DI strategies, managing the DI process, and transforming teaching and learning with an emphasis on differentiation.
Open Badges: Making Learning Visible (MADLaT 2014)Don Presant
Emerging research and practice on the impact of Open Badges on learning in higher education.
Move from a duplicate account (http://www.slideshare.net/donpresant9)
Using game-design pedagogies to embed skills in the law or social science curriculum - a 1 day conference held at Staffordshire University on behalf of the Higher Education Academy (HEA).
“Open badges for digital skills: Opportunities and Challenges” By Julie Adams, Academic Skills Tutor (IT), Information Services
Session outline: This session will look at some of the opportunities offered by open badges to recognise skills and competencies both inside and outside the curriculum, as well as some of the challenges to overcome when considering their adoption. It will explain how the Academic Skills Know-how team at Staffordshire University are planning on extending their use of open badges to recognise students’ digital literacy skills. Some of the tools available to ensure badges are well designed and credible will be outlined.
Learn about digital badging and its use in higher education and in libraries. Why is this new trend in micro-credentialing gaining in popularity? You’ll have a chance to take a behind the scenes look at the Metaliteracy Badging System (metaliteracybadges.org) and find out how this project went from a gleam in the eye to a robust system being used by hundreds of University at Albany students.
An Introduction to Badges for Learning
by Julian Prior and Sam Taylor (Learning Technologists, Southampton Solent University)
Delivered to the Hampshire Branch of the British Computer Society, 20-10-14
Re-imagining credentials with Mozilla Open Badges - an Open Badges design wor...DigitalME
Education and the workforce are changing. In most industries the internet has transformed the way we work but in the field of assessment and accreditation there has been little innovation. Mozilla Open Badges (developed by the people behind the Firefox browser) is a
new open source, world-wide standard which aims to change this. It allows all skills to be recognised digitally and shared online, efficiently connecting those with the right skills to opportunities for employment.
In this session you will:
Find out what Open Badges are
Design a badge yourself
Earn a badge for the knowledge you have gained in the session
Tim Riches is CEO of DigitalMe, a nonprofit creating a new skills currency using digital badges. DigitalMe’s ‘Badge The UK’ project is helping teachers, business’ and community organisations create digital badges which recognise all of young peopleís learning – in and
out of school. As well as working at DigitalMe, Tim supports the Mozilla Open Badges team to develop new international partnerships and projects. Before working at DigitalMe Tim co-founded the multi-award winning open learning platform Makewaves.
Creating Subject Guides for the 21st Century Library: Pathways to LearningBuffy Hamilton
You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font
Implementing Open Badges in Four Preservice Teacher Education Programs: Chal...Dan Randall
In this symposium, participants representing teacher preparation programs from four universities will present how they have implemented open badges to better meet the needs of their students. Each will discuss the challenges faced in their program, how open badges helped them meet those challenges, and what issues and opportunities they are currently exploring.
Rethinking Rewards in the Digital Age - An Introduction to Digital Badges - 9...Jaime Goldman
Florida Library Webinar (FLW) presented on September 17, 2014: Librarians are always searching for new and innovative ways to motivate and engage their target audience. But, what incentives work in today’s digital age? Learn how to use online badges as a new and non-traditional reward for learning and participation at your library. This fun and interactive session will include an introduction to digital badges, as well as a tutorial on how to create and incorporate them into your library instruction and programs.
YACRS was introduced at the University of Glasgow in September 2014, initially with two first year computing science classes with a total of approximately 170 students. The initial pilot introduction was extremely successful, and the software is now in use with a wide range of courses. While the key purpose of YACRS was to replace the classroom response clicker systems, which were mostly limited to multiple-choice interactions, the use of students Internet devices allows a greater range of interactions to be possible. YACRS also allows text response questions, and can also support multiple questions being active at the same time, which can be useful as a means running quick class tests or collecting student feedback responses.
To flip or not to flip: the theory and practice of blended learningUofGlasgowLTU
The flipped classroom is a model of teaching and learning in which the traditional course elements of lecture and private study are reversed. This session begins with a brief look at the pedagogy underpinning the technique, followed by examples of practitioners who successfully incorporate flipped classrooms into their teaching. We then consider some of the tools available to design possible learning objects and show how they could be used. Participants will then have the opportunity to discuss the tools and techniques with each other and consider how, if at all, they might use them in their teaching.
Broadening the scope of a Maths module for student Technology teachersUofGlasgowLTU
In this paper we will discuss the use of Moodle 2.4 Activities to enhance student learning in an undergraduate first year mathematics module. We begin by setting out the reasons for redesigning an existing course by using Moodle 2.4, and our reasons for selecting the activities that we added to the course. We present examples of student engagement with the course and end with time for questions from the audience.
Over the last three sessions, we have redeveloped a Maths module for student Technology teachers to provide an experience that is more relevant to their intended career. The most recent version of this was written this year by using Moodle 2.4, forums, wikis, the “External Tool” facility and Mahara.
Previously, the module was essentially a revision and levelling-up course, which was intended to ensure that students’ mathematical capability was sufficient to cope with the rest of their course. Students were required to complete ten tests covering topics from numeracy to differentiation and complex numbers, and attendance was mandatory only until they had done so. This led to a “race to finish” attitude, which had the more able students leaving the class early in the second semester and the less able battling on with completing the tests as their only goal. Understandably, engagement was minimal, the module was regarded as a chore and its relevance to the remainder of their course was poorly understood.
Realising that the students need to learn to take the teacher’s viewpoint, we introduced a “topics wiki” in which groups of students collaborate to provide additional explanations and resources around the course content. The efforts so far are very worthwhile and will be of use to those with less experience of Maths and to future students. Students are encouraged to discuss the resources during class time, and beyond. Some of the more able students are helping their classmates already, and we are actively encouraging this. We are also encouraging students to use these group wikis to build personal e-portfolios using Mahara, and this will be reinforced next semester when students participate in group projects.
Students are more engaged this year than in previous years, and we believe that this is because we have made better use of the functionality of Moodle, and are scaffolding student learning as they progress through the course.
How video games can enhance graduate attributesUofGlasgowLTU
This workshop begins by seeking to determine which graduate attributes participants feel they currently possess, and reflect upon how and where these attributes were developed. Inspired by preliminary research into students’ views on video games and their relationship with learning, the workshop then examines each of the University’s stated graduate attributes and invites discussion around the assertion that many of these attributes can be – and are already being – developed as a result of engagement with modern video games.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
4. What motivates people to learn?
• Types of motivation
– Broad types
• Intrinsic
• Extrinsic
• Social
– Subtle variations (Ryan & Deci’s Self-Determination Theory)
– Implications for open badges
5. What motivates learners to engage in CPD?
Love of
learning
Inner drive
Participation in social
activities by ‘activity-oriented’
learners
Response to
external incentives
(rewards or punishment)
Dale, V. H. M., S. E. Pierce and S. A. May (2010). "The importance of cultivating a preference for complexity in
veterinarians for effective lifelong learning." Journal of Veterinary Medical Education 37(2): 165-171.
6. Extrinsic motivation associated with behaviourism –
very simplistic way of looking at learning
• Learning explained by environmental (external) influences on
observed behaviour (learned associations)
– Summary video: www.youtube.com/watch?v=SUwCgFSb6Nk
B. F. Skinner’s
operant conditioning
Ivan Pavlov’s
classical
conditioning
John B. Watson
Stimulus-response model
Edward L. Thorndike
Law of effect
"One of Pavlov's dogs" by Rklawton - English Wikipedia, see below.
Licensed under Creative Commons Attribution-Share Alike 3.0 via
Wikimedia Commons -
http://commons.wikimedia.org/wiki/File:One_of_Pavlov%27s_dogs.j
pg#mediaviewer/File:One_of_Pavlov%27s_dogs.jpg
Skinner’s first teaching machine by Silly rabbit,
CC-BY-3.0 via Wikimedia Commons
http://upload.wikimedia.org/wikipedia/common
s/2/2d/Skinner_teaching_machine_08.jpg
By Christine Matthews [CC-BY-SA-2.0,
via Wikimedia Commons,
http://commons.wikimedia.org/wiki/File%3
ARock_Dove_(Feral_Pigeon)_(Columba_l
ivia)_-_geograph.org.uk_-_1309587.jpg
7. However …
Preference for complexity = deep approach, high need for cognition, construction & use of knowledge
Preference for simplicity= surface approach, low need for cognition, intake of knowledge
Preference for complexity positively correlated with
intrinsic AND extrinsic AND social motivation …
Dale, V. H. M., S. E. Pierce and S. A. May (2010). "The importance of cultivating a preference for complexity in
veterinarians for effective lifelong learning." Journal of Veterinary Medical Education 37(2): 165-171.
8. Self-determination theory (Ryan and Deci 2000) provides insight
into subtle variations of extrinsic motivation
Behaviourist Constructivist
?
Where do open badges fit into this model of motivation?
Ryan, R. M. and E. L. Deci (2000). "Self-determination theory and the facilitation of intrinsic motivation,
social development, and well-being." American Psychologist 55(1): 68.
9. Motivation … implications for open badges
Amotivation
Extrinsic
Intrinsic
Social
• Participation / attendance
– Nice to have, easy to get (Curran 2014)
• Competency based badge
– ‘Digital credentialing’ (Jovanovic & Devedzic 2014)
– Legitimises informal learning experiences (Goligoski 2012)
– Aids transparency to learner achievements (Curran 2014)
– Promotes self-reflection & planning (Jovanovic & Devedzic 2014)
• Gamification
– ‘Fun’ element, fostering collaboration & competition
(Glover 2013, Seliskar 2014)
11. Storing your badges
• What is the Mozilla backpack?
• How do I add badges to my
backpack?
• How do I display my badges?
MOZILLA BACKPACK
12. Storing your badges
WHAT IS THE MOZILLA BACKPACK?
• A repository for collecting and displaying badges from a
variety of source
• The Open Badges backpack is an interface where the
earner can import badges, delete badges, set privacy
controls, create and publish groups of badges.
13. Storing your badges
ADDING BADGES
• You need to add any awarded badges issued they will
not appear automatically once you have earned them.
• Earning a badge.
17. Creating badges
ISSUING PLATFORMS
3rd-party badge issuer
Data stored on someone else’s server, start issuing now
Use a plugin
Add to an existing product (Moodle, Wordpress, etc.)
Build your own bespoke solution
Hire a developer, hold your own data
18. Creating badges
ISSUING IN MOODLE
Requires enabling activity completion
Issued manually or linked to activities
No input area for criteria
Criteria selectable only from activities or manual issue
Evidence
No area for link to evidence
30. Group activity: design a badge
• The worksheet on the tables is taken from:
http://www.jiscrsc.ac.uk/media/421718/jiscopenbadgesde
signtoolkit-print_1.pdf
32. Further reading and information
Jisc Open Badge Design Toolkit:
http://www.jiscrsc.ac.uk/media/421718/jiscopenbadgesdesigntoolkit-print_1.pdf
Curran, T. (2014). "How open badges can promote student motivation." Retrieved 26
November, 2014, from http://tedcurran.net/2014/06/06/open-badges-motivation/.
Glover, I. (2013). “Play as you learn: gamification as a technique for motivating learners.”
EdMedia 2013, World Conference on Educational Media & Technology.
Glover, I. and F. Latif (2013). “Investigating perceptions and potential of open badges in
formal higher education.” World Conference on Educational Multimedia, Hypermedia
and Telecommunications.
Goligoski, E. (2012). "Motivating the learner: Mozilla’s open badges program." Access to
Knowledge: A Course Journal 4(1): 1-8.
Jovanovic, J. and V. Devedzic (2014, early online). "Open Badges: Novel means to
motivate, scaffold and recognize learning." Technology, Knowledge and Learning: 1-8.
Seliskar, H. V. (2014). "Using badges in the classroom to motivate learning." Retrieved 26
November, 2014, from http://www.facultyfocus.com/articles/teaching-with-technology-articles/
using-badges-classroom-motivate-learning/.
Editor's Notes
Survey done of veterinary surgeons in the UK, included Likert scale items derived from various learning inventories and other published studies. PCA confirmed that vets were motivated primarily for intrinsic reasons, then social reasons and somewhat motivated by extrinsic reasons.
However, extrinsic motivation (rewards & punishments) most associated with behaviourism.
This is an objectivist epistemology where the teacher transmits knowledge to the student who is a passive recipient, a teacher-centred model of education.
Skinner- behaviour that is positively reinforced will occur. Did experiments with pigeons tapping on a device for food.
Principles of contiguity (how close in time two events must be in order to be associated) and reinforcement (ways of increasing the likelihood of a behaviour being repeated) are critical.
Locus of control is external (in environment).
Interestingly, all forms of motivation were associated with a preference for complexity that would be associated with an internal locus of control and a degree of autonomy and self-directedness.
With appropriate scaffolding and support by teacher, can students move towards being self-directed, self-actualisation?
Zone of proximal development (Vygotsky)
On digital credentialing, Goligoski 2012 notes that OBs legitimise informal learning experiences
However one thing to be wary of is ‘motivation displacement (J&D 2014 citing Deterding 2013) – giving an extrinsic reward may displace learners’ intrinsic motivation.
Periodic expiry also forces regular retraining for important skills and recertification (Glover & Latif 2013)
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.
In order to save and display badges users need an area to store them digitally. This is usually the Mozilla backpack,
as the use of badges increase there are ways issuers can setup backpack areas. This would require a long term commitment by the issuer.