Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap
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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.
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Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap
- 2. Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap Veronica Diaz, PhD vdiaz@educause.edu @drvdiaz Director, Online Programs, EDUCAUSE Associate Director, EDUCAUSE Learning Initiative Image source: shutterstock
- 3. What are we doing today? • Quick overview of badging • Research supporting effective badging • Examples of badging to support/recognize learning • Start on the roadmap
- 4. • I have no idea what a digital badge is • I know a little bit about digital badges, but I’m not sure what it has to do with faculty professional development or student learning • I know a lot about digital badges and I’ve already earned several
- 5. Badging 101: What is Digital Badging? Microcredentials of achievement reflecting experiences, opportunities, learning and engagement Criteria-based acknowledgments; metadata optimized for a digital portfolio
- 6. Badging for Learning and Development • Public and progressive digital transcript • Evidence for a lifelong learning cycle • Formal higher education work (courses, degree programs) • Informal higher education work (extra-curricular work, practicums, internships, service learning) • Competencies and skills (modular, CBE education) • Subject matter expertise (via HED or post formal education via employers, associations, etc.)
- 7. The Badging Value Proposition • Signals for YOURSELF – New knowledge and competencies (hey, I’m progressing!) – Developing and supporting your brand (may be a new- but exciting-concept for students) – Wayfinding, making the learning or career path visible • Signals for OTHERS – Other students or learning communities – Current employer – Future employers – Colleagues and staff
- 9. • Community Service • Communications • Leadership Development and Leadership Awards
- 12. Badging 101: Unpack a Badge Credly Profile Badges Earned & Publicly Displayed
- 13. Badging 101: Unpack a Badge Description Criteria Evidence Graphic & Title Issuer
- 14. Badging 101: Unpack a Badge LinkedIn Profile
- 17. dpdproject.info/
- 20. What does the (early) research say?
- 21. Projects that started with content and then built badges and technology were generally most successful Next most successful starting configurations were the efforts that “layered” badges into existing educational content and learning technologies
- 22. “…formalizing key practices for recognizing learning (e.g., use badges to map learning trajectories, have expert peers issue badges, and recognize diverse learning) and assessing learning (promote social learning, use performance assessments, and use leveled badge systems).” display badges to the public engage with the community create scarce badges foster professional identities
- 23. The most obvious practices for increasing the value of open digital badges (awarding formal credit for them AND gaining external endorsements) have proven to be the most difficult practices to enact and formalize. Innovators need to redouble their efforts to do these things while working to exploit other unique features that add value to digital badges.
- 24. Stronger connections between digital badges and other relevant innovations such as competency-based education, e-portfolios, credit for prior learning, and stackable credentials seem like promising directions for increasing the perceived value of open badges.
- 25. BADGING EXAMPLES
- 29. • No grades in program, all artifact based • Each course has 5-8 competencies that are valued by learner and employer and badgeable • 70+ digital badges, one for each learning objective • Badges difficult to attain, mastery learning approach, had to meet 100% of criteria to earn badge
- 30. Digital Credentials for Professional Learning at the University of Alaska http://www.uaa.alaska.edu/academicinnovations/develop/edupass.cfm
- 32. UCF Information Literacy Program http://infolit.ucf.edu/faculty/badges/ and http://infolit.ucf.edu/students/modules/
- 34. In addition to participating in the workshop, students will need to complete tasks such as completing a quiz and then writing a program outside of the workshop in order to qualify for a badge. https://www.hmc.edu/cis/about-cis/cis-workshops/digital-badge/
- 37. 5-MINUTES Consider existing learning offerings that might lend itself to badging. Select 1 or 2 to use for the roadmap activity.
- 38. 7 Steps to Badging 1. Identify badge components 2. Map meaning to each badge and to the overall badge system 3. Develop an assessment strategy 4. Determine relationships within a badge system and how a learner may progress through the system 5. Design badge benefits, opportunities, and rewards into the system 6. Technology considerations, i.e., sharing capability, participant badge system plans, technology, badging tools and platforms 7. Develop the graphic design of the badges
- 39. Constellation Design/Badge Components: Step 1 • Individual skill or knowledge development • Summative achievement • Progressive or milestone accomplishments • Other Image source: shutterstock
- 40. Map Meaning to Each Badge and to the Overall Badge System: Step 2 • The foundation of each badge is one of the course or program level competencies or learning objectives. • Determine what criteria will need to be met to demonstrate competency and earn the associated digital badge. Image source: commons.wikimedia.org
- 41. Assessment Strategy: Step 3 • Review of a submission of evidence or an authentic artifact created during a learning experience or activity • Peer review of work • Verified participation at a professional event or in a learning experience • Test, quiz, or other formal assessment
- 42. Relationships within and progression through the Badge System Step 4
- 43. • The constellation should guide the learner, show the path • Determine how one component of your system relates to another • Several smaller achievements may be necessary before a more meaningful badge is awarded
- 45. YOU TRY IT Planning a Badging Roadmap Worksheet
- 46. Benefits, Opportunities, and Rewards: Step 5 • Motivation • Rewards • Opportunities • Extrinsic or intrinsic motivators • Communicating value in the metadata
- 48. Graphic Design: Step 7 • How should one balance the skills or competency represented by the badge with the granting institution’s brand? If your badge system has multiple tracks or categories, how should those taxonomies be reflected in the design? • Will you display a logo on the badges? Does the logo need to integrate with the institutional, unit, or departmental brand? • Will the badge graphic include a year? • Will the badge color or art change from year to year?
- 50. Badging Resources Developing a Higher Education Badging Initiative http://www.educause.edu/library/resources/developing-higher-education-badging- initiative The Potential and Value of Using Digital Badges for Adult Learners https://lincs.ed.gov/publications/pdf/AIR_Digital_Badge_Report_508.pdf 7 Things You Should Know About Badging for Professional Development http://www.educause.edu/library/resources/7-things-you-should-know-about-badging- professional-development 10 Lessons Learned in Launching and Award Winning Digital Badging Program http://nextgenlearning.org/blog/10-lessons-learned-award-winning-digital-badging- program EDUCAUSE Badging Program http://www.educause.edu/badging Microcredentials and Badging Constituent Group http://www.educause.edu/discuss/information-technology-management-and- leadership/microcredentials-and-badges-constituent-group EDUCAUSE Badging Resource Library http://www.educause.edu/library/badges
- 51. Veronica Diaz, PhD Associate Director, EDUCAUSE Learning Initiative Director, EDUCAUSE Online Programs EDUCAUSE @drvdiaz vdiaz@educause.edu http://www.educause.edu/eli
Editor's Notes
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- Awarded:
- Awarded:
- Badge activity is a measure of the total number of times a badge is seen, clicked, shared or viewed across Credly and all Open Credit enabled apps and sites. It is a metric for badge impact; a measure of impressions made. (Most of our badge activity is occurring via LinkedIn. We don’t have a report on public versus private or not accepted badges overall. But if you drill down (e.g. click on Learning analytics SME badge) it seems that you can see who has accepted it. In this case, 13 of 32 have data in the “Credit from me” column.
- Design assessments around sequences or structures to help students progress through stages of learning. For specific examples of assessing learning through leveled badges, please see the following principles: competency levels, hierarchical categories, and metabadges.
- National Oceanic and Atmospheric Administration
- EduPass Program to explore a model for awarding digital badge credentials that will be coupled with further incentive, such as promotion/tenure, institutional recognition, faculty mentor opportunities and national professional development programs. The program is open to any and all faculty, adjuncts and staff at any of our rural campuses to promote effective and innovative teaching practices and peer mentorship. The EduPass program is themed around a travel passport, with participation levels of “Tourist, “Voyager” and “ Navigator”. The individual badge awards are themed and granted in three levels of knowledge sharing: Evidence of awareness and planning Evidence of practice and critical thinking Presentation & sharing of knowledge
- University of alaska https://docs.google.com/document/d/1W9v-7RivSWopg2A1Qm7G7PHcmJihtqBwbcR5s4g5RqA/edit Description: This is the badge of honor for those earn bragging rights as a UAA Tech Fellow. Technology Fellows integrate technology to support learning, serve as mentors to colleagues, and emerge as leaders in the UAA learning community. Criteria: Tech Fellows earn their bragging rights by engaging in a 2-year fellowship with the 2nd year focusing on mentoring the next cohort. These exceptional faculty and staff members are chosen annually from many applicants using a rigorous application process.
- Badges are awarded for successful completion of each of UCF’s Information Literacy Modules. The individual modules are grouped into three functional categories: Gather, Evaluate, and Use. Students who successfully complete all of the modules in one of the categories are awarded a secondary badge validating their competency in this functional area. Students who earn all three of the secondary badges (Gather, Evaluate, and Use) are awarded a culminating, high-level badge recognizing mastery of foundational information literacy skills and knowledge required within UCF’s academic context. Students may choose whether or not to “claim” badges earned. Additionally, students may choose to make some or all of their badges viewable publicly.
- These are not mutually exclusive. For instance, one badge might recognize the completion of an individual unit of learning (such as an individual skill or knowledge development), while another may recognize completion of all the badges (a summative achievement) in the learning experience.
- From there we include a collection of readings, resources, suggested activities, and worked examples that have potential to help one reach the competency.
- Badges can help extend the institutional brand, but a badge system can also have its own unique identity and purpose. The badge system shown in figure 2, which is from the University of Central Florida, offers an example of how relationships and hierarchy can be conveyed through shape, size, and color.
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