This document summarizes a case study on the implementation of digital open badges for a Civil Engineering degree program. It found that digital badges can increase student motivation and engagement, map student progress, and recognize skills not graded. Stakeholders saw 13 potential roles for badges, and 7 enablers were identified to facilitate badge participation. The trial was successful, significantly increasing student motivation through interest and enjoyment.

1. Badging for success
Case study into the design,
implementation and impact of digital
open badges on a Civil Engineering
degree at the Galway-Mayo Institute of
Technology, Ireland.
Dr Wayne Gibbons
ILTA EdTech Winter 2021

2. Context for
the study
Year 1 Computer Aided Design module is
considered difficult
Year 1 student experience can be tough
for students
Historically the Civil Engineering degree
had lower than desired retention rates
The institute management called for new
approaches to increasing retention
Dr Wayne Gibbons, GMIT, Galway

3. What was the research trying to address?
What role do key stakeholders - students, staff, management and employers
- see for digital open badges in teaching and learning within the higher
education sector?
What processes and practices enable participatory digital open badge use by
students and teachers?
How do digital open badges impact on learning, learner motivation and
engagement and institutional teaching processes?
Dr Wayne Gibbons, GMIT, Galway

4. How was the research designed?
A mixed-methods approach, within a framework of action research, over 2
phases.
Phase 1 addressed the perception of digital badges from 4 key stakeholders
Dr Wayne Gibbons, GMIT, Galway

5. Phase 2
Focus shifted to the implementation and investigation of the
impact of the badges
The basis for this was the badge ‘pack’ that was developed in
response to the Phase 1 findings and the literature review
Phase 2 focussed on Year 1 students, to measure impact over
one academic year
Dr Wayne Gibbons, GMIT, Galway

6. Digital Badge Starter Pack
CAD 2017-18
Dr Wayne Gibbons, GMIT, Galway

7. Dr Wayne Gibbons, GMIT, Galway

8. Open to all grades over 80%
Dr Wayne Gibbons, GMIT, Galway

9. Open to all grades over 80%
Only available to best grade student
Dr Wayne Gibbons, GMIT, Galway

10. Open to all grades over 80%
Open to all with grade improvement.
Only available to best grade student
Dr Wayne Gibbons, GMIT, Galway

11. Open to all grades over 80%
Open to all with grade improvement.
Open to all with ipsative improvement. Only available to best grade student
Dr Wayne Gibbons, GMIT, Galway

12. Open to all grades over 80%
Open to all with grade improvement.
Open to all with ipsative improvement. Only available to best grade student
Open to all by nomination.Dr Wayne Gibbons, GMIT, Galway

13. Open to all by nomination.
Open to all with grade improvement.
Open to all grades over 80%
Open to all with ipsative improvement. Only available to best grade student
Mystery badges!
Dr Wayne Gibbons, GMIT, Galway

14. Dr Wayne Gibbons, GMIT, Galway

15. ‘We have some very good students who are going to
pass anyway. But had they actually been attending,
they would have been a very good support to
everybody else, and maybe challenge the lecturers a
bit …which would help the whole class learn.’
(Institute manager)
Dr Wayne Gibbons, GMIT, Galway

16. Dr Wayne Gibbons, GMIT, Galway

17. ‘…the individual that takes that on, knowing that his
original grade on paper doesn't change, but he knows
himself, that he will improve: I think that's really
good. And I'd be looking out for that individual. That's
the individual I want working in this organization.’
(Employer)
Dr Wayne Gibbons, GMIT, Galway

18. Dr Wayne Gibbons, GMIT, Galway

19. ‘…in some cases, maybe engagement is more important
than actual attendance, which is why I like that mentoring
one or the peer learning one. Because I do think that, you
know, as a lecturer, you see, sometimes students
completely tuning out because they're tired or whatever, but
as soon as you put them in groups and get them to
respond to their peers, they're suddenly engaged again.
So that whole peer thing is very, very important’. (Institute
manager)
Dr Wayne Gibbons, GMIT, Galway

20. ‘…that you're able to take the information in, process it
yourself and share it with someone else and, like, give them
a way that they might be able to....say the way I'd learn
something might be different to the way the other person
might learn it...so that you'd be able to take it, turn it around
and show them in a way that they'd understand it and
they'd be able to use that information again to help
someone else.’ (Student)
Dr Wayne Gibbons, GMIT, Galway

21. Dr Wayne Gibbons, GMIT, Galway

22. Dr Wayne Gibbons, GMIT, Galway

23. Key Findings from Phase 2
All stakeholder groups recognise multiple values for the badges
13 roles have been identified
7 enablers for participation have been identified
Badges are generally seen as a positive addition to the module
The students report changing behaviour as a result of badges
Motivation in terms of interest/enjoyment has been shown to significantly increase
over the timespan when the badges were implemented
Certain badge types have been identified as important to future implementation
Dr Wayne Gibbons, GMIT, Galway

24. Motivation Achievement Goal Theory
(Identifies type)
• No significant change in
values over the trial
period
• Relatively high tendency
towards intrinsic
motivation type
throughout
Intrinsic Motivation Index
(Identifies level)
• Significant increase in
intrinsic motivation due to
interest and enjoyment
• Minor increases (not
statistically significant) in
intrinsic motivation due to
perceived choice and
usefulness of the module
Dr Wayne Gibbons, GMIT, Galway

25. Was the trial a success?
Let’s go back to the key questions
Dr Wayne Gibbons, GMIT, Galway

26. What role do key
stakeholders -
students, staff,
management and
employers - see for
digital open badges
in teaching and
learning within the
higher education
sector?
13 roles for badges were
identified
Some roles overlapped between
the stakeholders, but multiple
value propositions emerged
Success!
Dr Wayne Gibbons, GMIT, Galway

27. What processes
and practices
enable participatory
digital open badge
use by students
and teachers?
7 enablers for participation
were identified
3 badge types emerged as
important for future
implementations
Success!
Dr Wayne Gibbons, GMIT, Galway

28. How do digital
open badges impact
on learning, learner
motivation and
engagement and
institutional teaching
processes?
Significant increase in motivation
due to interest/enjoyment
Badges incentivise and reward
behavioural change to engage
Range of badge types can easily fit
into practice
Success!
Dr Wayne Gibbons, GMIT, Galway

29. The next steps New role of ‘Digital Open Badge
Champion’ for the Institute
Leading workshops and drop-in clinics
with around 70 interested colleagues
Working group to establish a policy
guideline and framework for scaling up
while maintaining quality and standards
Dr Wayne Gibbons, GMIT, Galway

30. Thank you for listening
Dr Wayne Gibbons, GMIT, Galway

31. Contact me
Email: wayne.gibbons@gmit.ie
Phone: +353 91 742429
Website: www.about.me/waynegibbons
Twitter:
https://twitter.com/TheWayneGibbons
Mastodon:
https://scholar.social/@TheWayneGibbons
Dr Wayne Gibbons, GMIT, Galway

32. Supplementary information
The following two slides summarise the 13 roles identified for digital open
badges, and the 7 enablers of participation

33. Roles of
digital open
badges
1. Increases engagement and motivation
2. Maps progress through the module
3. Generates interest in the module
4. Reassures ability for students
5. Indicates potential to perform better
6. Proves capabilities in areas not graded
7. Signifies prestige
8. Proves reliability
9. Marks respect from peers
10. Encourages altruism
11. Provides confidence boost
12. Vehicle for cultural change
13. Prepares for ongoing CPD post-graduation
Dr Wayne Gibbons, GMIT, Galway

34. Enablers of
participation
1. Consultation with all stakeholders at design stage
2. Consultation with students before and after
implementation
3. Ensure all students have opportunity to obtain at
least some digital open badges
4. Allow students to make peer nominations for badge
award
5. Include a variety of ways that badges can be
earned
6. Afford control to the students
7. Review and modify as required
Dr Wayne Gibbons, GMIT, Galway