1. The document discusses recognition of learning, experiences, and challenges. It describes an eMadrid Network special session on this topic with presentations from various universities. 2. The UC3M presentation focuses on recognizing the value of recognition in education. It discusses formats for recognition like badges and credentials and uses cases at UC3M involving competitions, gamification, and digital credentials. 3. Recognizing learning is important for motivation and signaling achievement. Recognition elements should be integrated into instructional design similar to activities and assessments.

1. Recognition of Learning:
Status, Experiences, and Challenges
SS5: eMadrid Special Session
Carlos Delgado Kloos (@cdkloos)
eMadrid Excellence Network
www.emadridnet.org
Scalable Digital Education for All
eMadrid Network
— UC3M (coordinator)
— UAM
— UCM
— UNED
— UPM
— URJC
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2. eMadrid Network
— 1 Jan 2010-31 Dec 2013 (-> 31 May 2014)
— 1 Oct 2014-31 Dec 2018
— 1 Jan 2019-31 Dec 2022 (-> 30 Apr 2023)
— Educational
Technologies
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eMadrid Network
— www.emadridnet.org
— Organized
— ~100 monthly seminars
— Talks, prizes
— 12 annual workshops
— EDUCON sessions since 2010
— Results
— Papers
— Consulting
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3. Session SS5 (Tue, 16:30-18:00, Room 9B)
1. …, Ruth Cobos (UAM):
Meta-Review of Recognition of
Learning in LMSs and MOOCs
2. Edmundo Tovar, … (UPM):
Recognizing lifelong learning
competences: a report of two cases
3. Carlos Delgado Kloos, … (UC3M):
Recognizing the Value of Recognition
in Education
4. Jaime Urquiza-Fuentes (URJC):
A study about the impact of rewards on student’s
engagement with the flipped classroom methodology
5. …, Manuel Castro, … (UNED):
Assessment and recognition in technical massive open
on-line courses with and without on-line laboratories
6. …, Baltasar Fernández Manjón (UCM):
Bootstrapping serious games
to assess learning through analytics
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UAM Presentation
1. Cristina Alonso-Fernández, Ruth Cobos (UAM):
Meta-Review of Recognition of Learning in LMSs and MOOCs
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4. UPM Presentation
2. Edmundo Tovar, Bernardo Tabuenca (UPM),
Wolfgang Greller (PHW), Nelson Piedra (UTPL):
Recognizing lifelong learning competences:
a report of two cases
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UC3M Presentation
3. Carlos Delgado Kloos, Carlos Alario-Hoyos,
Mª Blanca Ibáñez, Pedro M. Moreno-Marcos,
Pedro J. Muñoz-Merino, Iria Estévez-Ayres (UC3M):
Recognizing the Value of Recognition in Education
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5. URJC Presentation
4. Jaime Urquiza-Fuentes (URJC):
A study about the impact of rewards on student’s engagement
with the flipped classroom methodology
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UNED Presentation
5. Sergio Martín, Manuel Castro, Elio Sancristóbal, Gabriel Díaz,
Blanca Quintana, Rosario Gil, Félix García Loro, Clara Pérez,
Pedro Plaza, África López-Rey, German Carro Fernández,
Antonio Robles-Gómez, Miguel Rodríguez-Artacho,
Llanos Tobarra (UNED), José A. Ruipérez-Valiente (UMu, MIT):
Assessment and recognition in technical
massive open on-line courses with and without on-line laboratories
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6. UCM Presentation
6. Manuel Freire, Antonio Calvo Morata, Iván Martínez Ortiz,
Baltasar Fernández Manjón (UCM):
Bootstrapping serious games to assess learning through analytics
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7. Recognizing the Value of Recognition in Education
Carlos Delgado Kloos, Carlos Alario-Hoyos, Mª Blanca Ibáñez,
Pedro M. Moreno-Marcos, Pedro J. Muñoz-Merino, Iria Estévez-Ayres
Universidad Carlos III de Madrid
www.it.uc3m.es/cdk, educate.uc3m.es, www.emadridnet.org
@cdkloos
Scalable Digital Education for All
Outline
1. What is recognition?
2. Formats for recognition
3. Uses cases at UC3M
4. Recognizing recognition
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8. 1. What is Recognition?
— Definition: Recognition is
“the appreciation or acclaim for an achievement, service, or ability”
-- Oxford Learner’s Dictionary
— All human beings need to be recognized
— Recognition is at the center of self-esteem
— It is also a way to signal to third parties
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Recognition
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9. Badges
— Typically, internal and informal form of recognition
used for motivation, engagement, and gamification
— Often image-oriented
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Credentials
— A credential can be a diploma that
represents the recognition of completion
of an educational program
issued by an institution
that is accredited to issue them
— It can be an official prerequisite
to pursue further studies or practice a profession
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10. Recognition and Assessment
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2. Formats for Recognition
— 1EdTech (formerly IMS Global)
— OpenBadges
— European Commission
— EDC
— EBSI
— ELM
— Many others…
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11. Open Badges 2.0
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Image
compul-
sory
Open Badges 3.0
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Image
optional
Extension of
W3C VC

12. W3C VC
— Verifiable Credentials Data Model v1.1
W3C Recommendation 03 March 2022
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EDC Credentials
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European Digital Credentials
for Learning

13. EBSI
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European
Blockchain
Services
Infrastructure
ELM
— Used for EDC and EBSI
— Extension of W3C VC
— Aligned with ELMO/EMREX
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14. ELMO/EMREX
— ELMO is based on the CEN standard EN 15981-2011 EuroLMAI
— EuroLMAI (European Learner Mobility Achievement Information)
is a data model describing assessments, primarily Diplomas,
Diploma Supplements and Transcripts of Records for higher educations
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Formats
Trend towards convergence, higher flexibility, and broader applicability
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15. 3. Uses cases at UC3M
A. Competition
B. Gamification
C. EDC Credentials
D. Digital Skills
E. EBSI Credentials
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A. Competition
— Competition can engage students in
educational activities
— Students gain recognition by their direct
performance on the activities and by
comparison with peers while competing
— Students can see
their partial ratings after each round and
their final rating after a tournament
— The ISCARE intelligent tutoring system
was designed
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P.J. Muñoz-Merino, M. Fernández Molina,
M. Muñoz-Organero, C. Delgado Kloos,
“An adaptive and innovative question-driven compe-
tition-based intelligent tutoring system for learning”,
Expert Systems with Applications,
39(8), 2010, 6932-6948

16. B. Gamification
— C programming language course
with gamification techniques
— Gamification mechanisms used:
points, badges, and leaderboard
— Half of the participants did 29% of extra work in
the gamified learning activity
— Collecting badges was the most effective driver
of participation and lack of badges
discouraged students from continuing work
— The Q-learning game platform was designed
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M.B. Ibáñez, A. Di Serio, C. Delgado Kloos,
“Gamification for Engaging Computer Science
Students in Learning Activities: A Case Study”,
IEEE Trans. on Learning Technologies,
7:3, Jul.-Sep. 2014, 291-301
C. EDC Credentials
— Diploma in
"Sustainability Applied to the
Fashion Industry Vogue-UC3M"
— Short program with 9 ECTS
— A digital credential was issued using EDC
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C. Alario-Hoyos, C. Delgado Kloos, “Experiences with Micro-Credentials at UC3M: Academic and Technological
Aspects”, EDUNINE2023: VII IEEE World Engineering Education Conference, Bogotá (Colombia), 12-15 Mar 2023

17. D. Digital Skills
— The “Digital University Backpack” is a program for
undergrads and recent graduates to learn digital skills
— Started in Jan 2023, it consists of 7 modules:
6 of 3 ECTS and 1 of 2 ECTS
— Inside each module, badges will be issued with
formative or summative purposes in Moodle
(with a plugin for issuing OpenBadges v2)
— For each of the 7 modules,
a digital EDC microcredential will be issued
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www.uc3m.es/
mochiladigital
D. Digital Skills
— The “Digital University Backpack” is a program for
undergrads and recent graduates to learn digital skills
— Started in Jan 2023, it consists of 7 modules:
6 of 3 ECTS and 1 of 2 ECTS
— Inside each module, badges will be issued with
formative or summative purposes in Moodle
(with a plugin for issuing OpenBadges v2)
— For each of the 7 modules,
a digital EDC microcredential will be issued
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www.uc3m.es/mochiladigital

18. E. EBSI Credentials
— CertiDigital is working to provide an EBSI-compatible
wallet to facilitate the process of issuing and storing
digital credentials with EBSI
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certidigital.es
4. Recognizing Recognition
— How important is recognition?
— What role should it play in instructional design?
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19. Constructive Alignment
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Constructive Alignment: Adding Recognition
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20. Badges and Credentials
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Recognition
— Recognition elements should be built into instructional design
in the same way as activities and assessments are
— They play an integral part of the educational experience
— both for formative and summative purposes
— both for internal and external signaling
— both inside of individual courses and across several courses
— The relationship between (some) badges and credentials is important
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21. Conclusion
— Digitalization touches everything
— Fragmentation through digitalization
— Smaller courses
— Smaller credentials
— Badges and credentials
— Like formative and summative assessment
— Course and transversal credentials by stacking up badges
— Important component of learning experience
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