The document discusses open badges and eportfolios as potential solutions for recognizing and tracking students' co-curricular and extracurricular learning experiences. It notes that while co-curricular records currently used by many institutions only include a limited scope of sanctioned campus activities, eportfolios and open badges could provide a more holistic view of students' skills and experiences by allowing them to collect artifacts from any learning experiences, reflect on their learning, and connect their learning to goals and competencies. The document suggests eportfolios integrated with open badges may be a better approach than traditional co-curricular records to help students showcase their skills and experiences to potential employers or for further education opportunities.
Recognizing Knowledge and Skills in a Digital Age - WaterlooDon Presant
This document provides an overview of a keynote presentation given at Waterloo University on recognizing knowledge and skills in a digital age. It discusses the changing skills demands of the modern workplace and challenges with traditional education models. Open badges are proposed as a way to provide micro-credentials that represent skills gained through formal, non-formal and informal learning. Examples are given of how open badges are being used by various institutions and organizations to recognize skills, provide alternative credentials, and create skills networks. Aligning open badges with ePortfolios is discussed as a way to showcase learning from both academic and co-curricular experiences.
This document discusses open badges and their role in recognizing skills and credentials. It begins with an overview of open badges and their ability to make learning visible. It then discusses how open badges can recognize skills from formal, non-formal and informal learning. Examples are provided of open badges being used for professional development, continuing education and skills recognition. The document concludes by discussing the development of open badge specifications and standards to improve interoperability and how open badge networks can help bridge education and employment through transparent recognition of skills.
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.
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.
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)
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.
Recognizing Knowledge and Skills in a Digital Age - WaterlooDon Presant
This document provides an overview of a keynote presentation given at Waterloo University on recognizing knowledge and skills in a digital age. It discusses the changing skills demands of the modern workplace and challenges with traditional education models. Open badges are proposed as a way to provide micro-credentials that represent skills gained through formal, non-formal and informal learning. Examples are given of how open badges are being used by various institutions and organizations to recognize skills, provide alternative credentials, and create skills networks. Aligning open badges with ePortfolios is discussed as a way to showcase learning from both academic and co-curricular experiences.
This document discusses open badges and their role in recognizing skills and credentials. It begins with an overview of open badges and their ability to make learning visible. It then discusses how open badges can recognize skills from formal, non-formal and informal learning. Examples are provided of open badges being used for professional development, continuing education and skills recognition. The document concludes by discussing the development of open badge specifications and standards to improve interoperability and how open badge networks can help bridge education and employment through transparent recognition of skills.
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.
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.
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)
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: 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.
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.
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.
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
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
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.
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.
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.
The document provides an overview of ePortfolios and how they can be used for academic advising. It discusses how ePortfolios can help address the skills gap by providing evidence of soft skills attainment. EPortfolios allow students to collect artifacts from both formal and informal learning experiences and provide tools for reflection and linking skills to frameworks. The document also discusses how ePortfolios can be used to recognize prior learning and facilitate credit transfer. Implementing ePortfolios requires addressing challenges such as interoperability and student ownership after graduation.
Open Badges for Higher Education - KPU VersionDon Presant
This document discusses the potential uses and benefits of open badges. It provides examples of how open badges can be used to recognize both formal and informal learning across different contexts and sectors. Some key points discussed include:
- Open badges provide micro-credentials that can recognize granular skills and help learners track progress along learning pathways.
- Badges make learning more visible and portable across systems. They provide evidence of skills with links to supporting information.
- Examples are given of how open badges are being used by universities, employers, and training organizations to recognize skills, soft skills, continuing education, and co-curricular learning.
- When combined with ePortfolios, badges can help learners showcase a
NROC Digital Badge Webinar Presentation june 2016cccscoetc
This document discusses Colorado's digital badging initiative to credential technical skills. It provides background on the fragmented traditional credentialing system and outlines attributes of a new, learning-based system using digital badges. Badges provide portable, transparent credentials for skills obtained in various learning environments. Colorado's initiative aims to issue badges in technical areas like math, machining, and engineering based on industry-defined competencies. The badges provide evidence of skills to help learners and employers. Challenges to digital badges becoming mainstream include lack of awareness, but many institutions and companies now issue or accept badges.
Competency Pathways with Open Badge eCredentialsDon Presant
For Co-Curricular Learning & Student Services Careers
Presented at the annual conference of the Canadian Association of College & University Student Services (CACUSS)
June 22, 2016
Open Badges for Work - Making Learning VisibleDon Presant
An exploration of the convergence of micro-credentials, open badges, badge passports and eportfolios for workplace human capital development. Tons of examples and ideas.
Part of a series on Open Badges for different audiences by Learning Agents. Embedded at bit.ly/openbadges4work with other resources and pages.
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
The document summarizes an agenda for the BC Open Badges Forum on February 17, 2017 about using open badges for open recognition. The agenda included sessions on open badges for the adult workforce, those under 18, and post-secondary education. It also discussed building a regional open badges network and next steps. Examples of open badges programs discussed included those for skills development, continuing education, and workforce training.
This document discusses ePortfolios in 2012 from a global perspective. It summarizes presentations and discussions at several ePortfolio conferences that year regarding trends in the use of ePortfolios. Key topics included the growing role of social media and mobile technologies in ePortfolios, the development of digital identity, and uses of ePortfolios across different educational levels and for lifelong learning and professional development. The document also provides an overview of the Open Badges initiative and its potential to recognize informal learning through alternative credentials.
Implementing Micro-credentials at SheridanDon Presant
Sheridan College is implementing micro-credentials through its Continuing and Professional Studies department. It plans to offer micro-credentials for employment-related skills training, partnerships with employers for work-integrated learning experiences, and faculty professional development. For employment skills, Sheridan will offer levelled micro-credentials for its Python training program based on industry needs. It will also recognize partnered training programs with employers. For faculty, it will offer levelled micro-credentials for developing skills in teaching adult learners. Next steps include consulting partners, designing badges, and developing criteria and implementation plans.
This document discusses the use of digital badges to recognize skills and competencies in the workforce. It notes that today's credentialing system is complex and difficult to understand for employers, individuals, and educators. Digital badges can provide a learning-based alternative that is learner-centered, competency-based, and industry-driven. The Colorado Community College System is piloting the use of digital badges in several technical areas like math, machining, and engineering graphics. Badges can help provide transparent, portable credentials that map to specific skills and allow learners to showcase competencies across different programs and throughout their careers.
Open Badges - Manitoba Non-Profit Focus GroupDon Presant
The document outlines an agenda for a focus group discussion on open badges in the nonprofit sector. The agenda includes presentations and feedback sessions on skills, skills development, and skills assessment and recognition using open badges. It also discusses trends related to skills needs, lifelong learning, and credentialing. Open badges are presented as a way to provide transparent and portable recognition of skills and learning from both formal and informal sources.
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
The document discusses how Open Badge Factory integrates with learning management systems like Blackboard and Canvas via LTI to enable the issuing of digital badges. It describes features like manually issuing badges to lists of students, viewing a history of badges issued through LTI events, creating completion rules that allow students to request badges or that automatically issue badges upon meeting course completion criteria set in the gradebook. The integration allows badges to be requested, approved, and issued within the LMS in an automated way.
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.
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.
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.
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
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
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.
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.
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.
The document provides an overview of ePortfolios and how they can be used for academic advising. It discusses how ePortfolios can help address the skills gap by providing evidence of soft skills attainment. EPortfolios allow students to collect artifacts from both formal and informal learning experiences and provide tools for reflection and linking skills to frameworks. The document also discusses how ePortfolios can be used to recognize prior learning and facilitate credit transfer. Implementing ePortfolios requires addressing challenges such as interoperability and student ownership after graduation.
Open Badges for Higher Education - KPU VersionDon Presant
This document discusses the potential uses and benefits of open badges. It provides examples of how open badges can be used to recognize both formal and informal learning across different contexts and sectors. Some key points discussed include:
- Open badges provide micro-credentials that can recognize granular skills and help learners track progress along learning pathways.
- Badges make learning more visible and portable across systems. They provide evidence of skills with links to supporting information.
- Examples are given of how open badges are being used by universities, employers, and training organizations to recognize skills, soft skills, continuing education, and co-curricular learning.
- When combined with ePortfolios, badges can help learners showcase a
NROC Digital Badge Webinar Presentation june 2016cccscoetc
This document discusses Colorado's digital badging initiative to credential technical skills. It provides background on the fragmented traditional credentialing system and outlines attributes of a new, learning-based system using digital badges. Badges provide portable, transparent credentials for skills obtained in various learning environments. Colorado's initiative aims to issue badges in technical areas like math, machining, and engineering based on industry-defined competencies. The badges provide evidence of skills to help learners and employers. Challenges to digital badges becoming mainstream include lack of awareness, but many institutions and companies now issue or accept badges.
Competency Pathways with Open Badge eCredentialsDon Presant
For Co-Curricular Learning & Student Services Careers
Presented at the annual conference of the Canadian Association of College & University Student Services (CACUSS)
June 22, 2016
Open Badges for Work - Making Learning VisibleDon Presant
An exploration of the convergence of micro-credentials, open badges, badge passports and eportfolios for workplace human capital development. Tons of examples and ideas.
Part of a series on Open Badges for different audiences by Learning Agents. Embedded at bit.ly/openbadges4work with other resources and pages.
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
The document summarizes an agenda for the BC Open Badges Forum on February 17, 2017 about using open badges for open recognition. The agenda included sessions on open badges for the adult workforce, those under 18, and post-secondary education. It also discussed building a regional open badges network and next steps. Examples of open badges programs discussed included those for skills development, continuing education, and workforce training.
This document discusses ePortfolios in 2012 from a global perspective. It summarizes presentations and discussions at several ePortfolio conferences that year regarding trends in the use of ePortfolios. Key topics included the growing role of social media and mobile technologies in ePortfolios, the development of digital identity, and uses of ePortfolios across different educational levels and for lifelong learning and professional development. The document also provides an overview of the Open Badges initiative and its potential to recognize informal learning through alternative credentials.
Implementing Micro-credentials at SheridanDon Presant
Sheridan College is implementing micro-credentials through its Continuing and Professional Studies department. It plans to offer micro-credentials for employment-related skills training, partnerships with employers for work-integrated learning experiences, and faculty professional development. For employment skills, Sheridan will offer levelled micro-credentials for its Python training program based on industry needs. It will also recognize partnered training programs with employers. For faculty, it will offer levelled micro-credentials for developing skills in teaching adult learners. Next steps include consulting partners, designing badges, and developing criteria and implementation plans.
This document discusses the use of digital badges to recognize skills and competencies in the workforce. It notes that today's credentialing system is complex and difficult to understand for employers, individuals, and educators. Digital badges can provide a learning-based alternative that is learner-centered, competency-based, and industry-driven. The Colorado Community College System is piloting the use of digital badges in several technical areas like math, machining, and engineering graphics. Badges can help provide transparent, portable credentials that map to specific skills and allow learners to showcase competencies across different programs and throughout their careers.
Open Badges - Manitoba Non-Profit Focus GroupDon Presant
The document outlines an agenda for a focus group discussion on open badges in the nonprofit sector. The agenda includes presentations and feedback sessions on skills, skills development, and skills assessment and recognition using open badges. It also discusses trends related to skills needs, lifelong learning, and credentialing. Open badges are presented as a way to provide transparent and portable recognition of skills and learning from both formal and informal sources.
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
The document discusses how Open Badge Factory integrates with learning management systems like Blackboard and Canvas via LTI to enable the issuing of digital badges. It describes features like manually issuing badges to lists of students, viewing a history of badges issued through LTI events, creating completion rules that allow students to request badges or that automatically issue badges upon meeting course completion criteria set in the gradebook. The integration allows badges to be requested, approved, and issued within the LMS in an automated way.
OBF Academy: new features + Open Badge Passport community edition SalavaSaarni Learning Oy
Open Badge Factory allows users to upload badge pictures in PNG or SVG format, including animated SVGs. It provides claim codes for badge applications and tools for branding and API integration. Upcoming features include an Open Badge Factory plugin for Brightspace, installing the service in Canada through collaboration with Learning Agents, peer assessment of badge applications, and saving incomplete application forms.
The document provides step-by-step instructions for integrating the Open Badge Factory with a Blackboard LMS using LTI. It outlines prerequisites including needing an Open Badge Factory account and Blackboard administration privileges. It then details the process of registering the LTI credentials with Open Badge Factory, testing the connection, and setting the proxy tool availability in Blackboard. Finally, it explains how to create an LTI tool provider in Blackboard and make a placement for it within courses so that the Open Badge Factory appears as a tool option.
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.
The Open Badge Factory plugin allows users to earn and issue digital badges from within WordPress. The plugin integrates with the Open Badge Factory service by connecting via API key. It provides features like displaying badge lists, issuing badges manually or automatically based on defined criteria, viewing badge earning logs, and enabling nominations and submissions for additional badges. Advanced settings can provide extra functionality like nominations and submissions.
This document discusses enabling staff and students to develop digital skills. It presents challenges like intimidation with technology and inflexible training. The approach aims to be participatory, collaborative, fun and support skills through technologies. Open badges are used to mark achievements in a digital skills framework for skills development, outreach, CPD and more. Students partner to create content like workshops and digital champions. Content is developed through creative workshops and packaged for online lessons and badge criteria. Technologies include a website, self-assessment tool, and Open Badge Factory for issuing and tracking badges.
Open Badges - A New Way to Show Skills, case JAMKMari Varonen
The document discusses open badges and the Open Badge Factory Academy at JAMK University of Applied Sciences. Open badges provide a new way for people to demonstrate skills acquired through formal and informal learning. The Open Badge Factory Academy at JAMK University aims to support the use of open badges through training, continuing education courses, master's degrees and global education services.
The document discusses the OK Study Centre's experiences developing and implementing open badges for skills acquired through volunteering and non-formal education. It outlines how the centre has created badge infrastructure for its training courses and meta-badges for completing training paths. They have also created 2 volunteering skill badges so far with plans for more. Examples of volunteering skill badges described include those for chairperson, peer champion and event organizer. Benefits noted are making skills visible for individuals and giving voluntary organizations a competitive edge in recruitment. Tips provided for voluntary organizations include starting small by identifying important skills and success stories to promote badges.
The document provides step-by-step instructions for integrating the Open Badge Factory LTI application into a Canvas LMS course. It outlines prerequisites including needing an Open Badge Factory account and Canvas administration privileges. It then guides the user through registering an API key on Open Badge Factory, inputting configuration values on both Open Badge Factory and Canvas, and adding the application to courses on Canvas so it appears in course navigation.
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.
This document provides instructions for using the Open Badge Factory Moodle plugin. It describes how to install the plugin, connect it to an Open Badge Factory account, export badges from Moodle to Open Badge Factory, issue, revoke and view badges, create awarding rules to issue badges automatically based on course or activity completion, display badges on user profiles, and use additional plugins like the badge displayer block. The Open Badge Factory plugin integrates a Moodle site with an Open Badge Factory account to issue and manage Open Badges.
ePortfolios for Adults (and Other Humans) Don Presant
This document provides an overview of ePortfolios and their uses for adult learners. EPortfolios can be used for both formal learning purposes, such as submitting assignments or applying for academic credit, as well as informal purposes like career development, tracking continuing education, and creating an online archive of personal documents and learning resources. The document discusses how ePortfolios have transformed from static resumes and CVs to dynamic personal learning environments that support lifelong, lifewide learning. It also presents examples of how ePortfolios are being implemented for adults in schools, colleges, and workforce training programs in Manitoba.
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.
ePortfolios for Adults and Other Humans (rev 2014)Don Presant
An exploration of how ePortfolios can help support and demonstrate the learning of adults.
Revised from the original presentation in 2013 to include a description of a new shared ePortfolio service for educators and trainers called savvyfolio.net.
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 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.
Lifelong ePortfolios: Emerging Vision or Cruel Joke?Don Presant
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Open Badges, ePortfolios and Co-Curricular Records
1. Open Badges, ePortfolios
and Co-Curricular Records
Suggestions for loosely coupled
solutions for authentic graduate
outcomes and employability
August 23, 2014
Don Presant
Deprecated
See new Slideshare deck at:
bit.ly/openbadges4ccr
4. What Problem are We Solving?
• Student Engagement ≈ Student Success
• Value learning outside the classroom
– Track, measure & authenticate:
• Leadership, community service, athletics, special interests,
specialized skills and knowledge
• Evidence-based support for further goals:
– Academic
• Scholarships, awards, bursaries, transfer to senior college
(community college to university) graduate school…
– Employment
• WBL, internships, placements, permanent jobs
5. What Problem are We Solving?
• Student Engagement ≈ Student Success
• Value learning outside the classroom
– Track, measure & authenticate:
• Leadership, community service, athletics, special interests,
specialized skills and knowledge
• Evidence-based support for further goals:
– Academic
• Scholarships, awards, bursaries, transfer to senior college
(community college to university) graduate school…
– Employment
• WBL, internships, placements, permanent jobs
“when they are going out to search for
a job, they are able to submit their co-
curricular record along with their
transcript and show their whole,
overall student experience.”
University of Calgary
6. Employability (Trent U 2013)
“Employer Responses to the Co-Curricular Record”
• Top Skills or Qualities
– Problem Solving Abilities, Adaptability/Flexibility,
Enthusiasm/Dedication, Communication (Written & Verbal), Personable
Nature, Ability to Learn, Reliability
• Types of activities
– Longer-term commitments demonstrate a greater level of student
investment; leadership roles are valued.
bit.ly/TrentU_CCR
7. Three Pillars of the CCR
• Build a database of eligible elements
– Volunteer activities, events, awards, non-formal learning
– Provided & validated by campus organizations
– Selected & tracked by students
• Connect experience to learning
– Linked to competencies, outcomes
– Self-reflection prompts, checklists: “achievement statements”
• Produce the (paper) record
– Database report
– Institutional branding
– Security features
http://www.collegequarterly.ca/2013-vol16-num01-winter/elias-drea.html
9. Good for Campus Organizations
Features and Benefits
• Community of microsites for digital footprint
• Communications
– Pages, galleries, newsfeeds, news letters, forums, social media
• Membership
– Member management, self-service
• Events
– Management, calendar consolidation, room bookings…
• E-commerce, budgeting tools
• Integration with other systems:
– Academic, work placement, career, etc.
• Choice
– CollegiateLink(UM-CCR), Orbis (UM-CC), Org Sync, Data 180
10. Good for Student Recognition?
Issues with Co-Curricular Records
• Only “approved” (campus) activities
– No academic service/experiential learning, research
– No off-campus employment, community service
• Portal-generated, mostly time-based
• Little/no reflection, evidence, integration
– Few tools or opportunities, especially after upload
– No ePortfolio integration
• Summative, “one time ”paper report from a
database
– A “laundry list”: linear, siloed, inflexible, archaic
(NB: some variation in functionality between platforms & product suites)
11. Employability (Trent U 2013)
“Employer Responses to the Co-Curricular Record”
• Top Skills or Qualities
– Problem Solving Abilities, Adaptability/Flexibility,
Enthusiasm/Dedication, Communication (Written & Verbal), Personable
Nature, Ability to Learn, Reliability
• Types of activities
– Longer-term commitments demonstrate a greater level of student
investment; leadership roles are valued.
• Interest in CCR as a document: minimal
– “Students should use the document as a tool for reviewing their co-
curricular experiences and reflecting on what skills/learning
achievements were gained from each.”
– “Any relevant co-curricular experiences should be incorporated into the
resume, and potentially referenced in the cover letter.”
– “Reference the skills identified in the job posting….accuracy and
conciseness are valued in applications.”
bit.ly/TrentU_CCR
12. Why Such a Narrow Scope?
Academic
Transcript
Co-
Curricular
Record
Approved
Co-Curricular.
Activities
Personal Life
Experience
-past
-currentWork
Experience
-past
-current Accredited
Experiential
Learning
Unapproved
Co-Curricular
Activities Courses
Thesis /
Capstone Project
PLAR/RPL
Experienced
Learning
Formal
Learning
13. Other Approaches
• Université de Sherbrooke:
“Plan de développement individuel” (PDI)
– Online tool, choosing self-assessment over
authentication (16 skills)
– Used for WBL (work on 3 skills on work term, with
employer participation
• Université de Laval: “Webfolio”
– Optional eportfolio, certified by university
placement counsellor
– Support for CV & letter
http://bit.ly/UA_CCR
14. Broader Scope for Recognition
Collect, Select, Reflect, Connect
• Catalogue your lifewide learning experiences
• “De-silo” your compartmentalized skills and
knowledge:
– Evaluate, compare, integrate, transfer
– Align to goals, contextualize, support
– Rehearse, edit
• Rince, repeat…
16. Learning ePortfolios
Electronic portfolios (ePortfolios) are collections
of digitally represented artifacts that:
•document practice
•include reflection
•integrate experience
•map to goals and/or standards
•promote deep learning and knowledge transfer
Tracy Penny Light, CAPLA 2013
17. Research Says…
“It Takes More than a Major”…
• Findings of 2013 survey of 318 employers for AAC&U:
– 93%: candidate’s demonstrated capacity to think
critically, communicate clearly, & solve complex
problems is more important than their
undergraduate major
– >80%: an electronic portfolio would be useful to
them in ensuring that job applicants have the
knowledge and skills they need to succeed in their
company or organization.
bit.ly/AAEEBL13_AACU
21. ePortfolio Use in HE
Informal Carleton survey
• Ontario
– Carleton, Brock, Guelph, McMaster*, Guelph,
Mohawk, OCAD, OISE, Ottawa, Queens, UOIT,
Toronto, Windsor, Western, Wilfrid Laurier, Waterloo*
– Royal College of Dental Surgeons of Ontario, College
of Medical Radiation Technologist of Ontario, De
Souza Institute (Nursing)
• Outside Ontario
– Athabasca, Alberta, Saskatchewan
• More prevalent in UK, AUS, NZ
22. Critical mass in the US
52% US undergraduates use ePortfolio
Campus Computing 2013 (n=451)
23. ePortfolios: Not a Magic Bullet
Questions that need asking
• Is an ePortfolio just another way of getting a grade?
• Is ePortfolio just another way of “reporting up”?
• If ePortfolios are used for learning assessment, are you
prepared to assess for prior learning?
• If it is a tool for transition:
– What happens when a student brings an ePortfolio to your
institution, say from high school?
– Will your students want to keep their ePortfolios after they
graduate?
– If they do, can they? Is this a favour from your institution, or a
deliberate strategy?
• Are ePortfolios really student-centred?
24. Potential Institutional Reach
Constellation of Possible ePortfolio Stakeholders
“Documenting Learning with ePortfolios: A Guide for College Instructors”
Penny Light, Chen, Ittelson 2012
Continuing
Education,
Professional
Development
26. What are Open Badges?
Brief introduction
http://www.savvyfolio.net/user/don/overview-open-badges
27. 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.
• Clear progress markers
– Motivating learners, supporting advisors
• Flexible learning pathways
– Granular, incremental, multi-source,
laddered, remixable
• Visual branding
– Issuers and learners
• Online trust system
– Demonstrate skills & capabilities
– Proof of performance
– Backed by issuer
What is an Open Badge?
Micro credentials - modular record of learning
32. Formative, self-directed learning
Financial Services Competency CPD in the UK
openbadges.tumblr.com/post/94723877999/open-badges-community-project-call-august-13-2014
...It’s more important to find out
what you don’t know (not what
you do know) as that is where
the risks to your business lie.
33. Open Badges & Social Media
Curated in ePortfolio…
Interactive criteria…
LinkedIn Profile…
Facebook timeline…
Pulled from Backpack…
35. Pearson Acclaim (VUE)
If Pearson is getting into badges.…
Acclaim’s unique
approach…is to work with
academic institutions and
high-stakes credentialing
organizations to offer
diplomas, certificates and
other professional
credentials as Open Badges.
blog.youracclaim.com/
37. Small pieces…loosely joined
Personal Learning
Environment Social Media
Backpack
(Passport)
Badge
Platform
Outside
Community
Institution
LMS, SRS
ePortfolio Badge
Claim
Story
Story
Badge
Badge
Badge
Badge Badge
Badge
Badge
Artefact
Artefact
Badge
Badge
With assistance
from @szerge
Campus Portals
CCRWIL
•Other institutions
•Trainers
•Open learning
•Employers
•Volunteer organizations
Badges
Careers
38. Benefits
Open Badges, ePortfolios &“Badge Passports”
• Flexible content
• More sources and types of learning valued
• Flexible presentation and framing
• Online or hard copy; presented face to face or by
self-serve link
• Meaningful re-arrangement, alignment to goals (e.g.
jobs, post-graduate schools):
• Add evidence, reflection and other context
• Presented in full ePortfolios, or in “badge passports”
(micro-portfolios)
• Student centred
39. Why not the whole story?
Academic
Transcript
Co-Curricular
Record
Personal Life
Experience
-past
-currentWork
Experience
-past
-current
PLAR/RPL
Experienced
Learning
Formal
Learning
ePortfolio
(Badge Passport)
Accredited
Experiential
Learning
Unapproved
Co-Curricular
Activities
Approved
Co-Curricular.
Activities
Open
Courses,
PD
Degree
Courses
Thesis /
Capstone Project
40. MATURE
ADULT
YOUTH
Open Badges: Lifelong, Lifewide Learning
LOW
STAKES
HIGH
STAKES
Volunteer
Experience
Work
Placements
After
School
Programs
Classroom
Engagement
Workplace
Engagement
Personal
Learning
MOOCs
Co-Curricular
Record
Workshops
P/T &
Summer Jobs
Admission to
Higher Ed
Admission to
Post Grad
Schools
Hiring
Conferences
Recognition
of Prior
Learning
Employability
Portfolio
Career
Transition
Promotion
Communities
of
Practice
Memberships,
Affiliations
Awards,
Achievements
Team
Building “Hard”
Credentials
“Soft”
Credentials
Red Cross,
Cadets,
Scouts,
etc.
E-learning
Courses
Formative
Feedback
Awards,
Achievements
Continuing
Education
41. Emerging Research
• Digital Badges: An Annotated Research Bibliography v1
Curated by HASTAC
• Badges for Learning Research
HASTAC blog
• DML Design Principles Documentation Project
Digital Media and Learning; 30 funded projects
• Remediating Assessment
Blog: Daniel Hickey et al, Indiana University
• Do badges work?
Internal badge system in Peerwise (n>1000)
• Open University (Simon Cross)
Upcoming journal article, Slideshare
47. Open Badge Factory
Getting Started
• Free in 2014
• Subscription model starting in
2015
– Basic 250€, Premium 600€,
Enterprise 1500€
– Badge Passport as additional option
• Request account at openbadgefactory.com
• More info at Getting Started: Open Badge Factory
48. Options to explore
CCR, ePortfolio, Open Badges
• Publish digital CCRs, display in ePortfolios
– Enhance with Open Badges, other evidence, curation,
reflection
• Get CCR platform to publish modular co-curricular
records as Open Badges
– Internally (like Moodle, Bb) or (better):
– via API to, e.g. Open Badge Factory
• Generate Open Badges in parallel to CCR (hmm...silos)
• Replace CCR with ePortfolio/Open Badges (?)
– Need to find substitutes for other functionality: student
community micro-sites, work placement, career, etc.
49. Final thought
The future is already
here; it’s just not very
evenly distributed.
William Gibson
Creative Commons http://en.wikiquote.org/wiki/William_Gibson
50. New service: savvyfolio.net
Multi-institution ePortfolio community
University
College
Adult Learning Centre
Professional Body Workplace Trainer
Employability Agency
Employer Industry Sector Body
24 campuses in networked inquiry on the impact of eportfolios on student learning and the strategies necessary for institutionalizing campus eportfolio initiatives.