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2017
Digital badges are quickly becoming an appropriate, easy and efficient way for educators, community groups and other professional organisations, to exhibit and reward participants for skills obtained in professional development or formal and informal learning. This paper offers an account of digital badges, how they work and the underlying benefits for learners and educational institutions. It also evaluates the use of digital badges to engage and motivate learners. It is this engagement and motivation strategy that a short non-award course for high school students seeks to replicate through many different learning strategies, one of those being the use of digital badges. A digital badging model has been proposed, which shows the four stages educators go through in their decision to use digital badges. Finally, a double-loop learning process has been suggested that could help educators in the implementation of digital badges. Published full-text version here: http://rdcu.be/nbWl
Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies
Chapter 1: Digital Badges and Micro-Credentials: Historical Overview, Motivational Aspects, Issues, and ChallengesThe use of symbols in ancient times to reflect different meanings has evolved into modern day usage of digital badges and micro-credentials to indicate achievements, knowledge, skills, and competencies. This article explores the historical overview, motivational aspects, issues, and challenges of digital badges and micro-credentials to provide insight and clarity into the various uses and functions in the modern world. The historical perspective of symbols will be presented, and the historical use of both traditional and digital badges will be defined. In addition, this essay provides current research and literature that focuses on the theoretical foundations and human theories that support badging as well as empirical evidence of digital badge utilization. The discussion will explore fields where traditional badging is prevalent and digital badging has limited use such as industry, business, sports, education, entertainment, and peer group programs. Finally, this essay explores the changes due to technology infusion and the theory of disruptive innovation due to the explosion of technology within the last 50 years, current digital badging, and the future of digital badging.
Research in Learning Technology
Open badges for education: what are the implications at the intersection of open systems and badging?2014 •
Doctoral Dissertation
Digital Open Badge-Driven Learning -Competence-based Professional Development for Vocational Teachers2019 •
In the digital era, institutions of vocational education and training (VET) have emerged as transformational and flexible development environments; consequently, it is important to develop digital professional learning opportunities for vocational teachers who need to meet the requirements of their working lives. More research regarding such opportunities is needed in order to find new tools for planning and conducting studies on continuing professional development and to achieve and maintain the versatile competences required in vocational teachers’ demanding careers. This study aims to fill a research gap regarding advanced competence-based professional development by investigating the process of digital open badge-driven learning in the context of professional teacher education (vocational teacher education). The research question considers how digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers. Theoretically, this study draws attention to the motivational effects of digital badging, gamification and the competence-based approach. The research aimed to explore vocational teachers’ different ideas, views and experiences of the competence-based approach to professional development of digital pedagogical competences; it also sought to investigate the structure and process of digital open badge-driven learning. The data were collected from Finnish pre- and in-service vocational teachers (n=29) in 2016 via group online interviews (n=6) and via online questionnaires in 2017 (n=329). The study draws on descriptive mixed research methodologies: qualitative content analysis, constrained correspondence analysis (CCA) and phenomenography. All of these approaches provide researchers with deep conceptual understandings and opportunities to draw new concepts and derive implications for novel educational practices. Further, the latter two studies provide a strong underpinning for further research related to the descriptive quantitative methodology and CCA. 8 • Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers The aim of the first sub-study was to reveal what motivates students in the badge-driven learning process. The study focused on mapping students’ experiences of stimulating and supportive digital open badge-driven learning, ultimately determining motivational factors affecting the digital open badge-driven learning process. The findings present a multifaceted model of recognising competence and embracing gamified learning to encourage students’ achievement orientation and intrinsic motivation. In the second sub-study, we viewed the process from the perspective of guidance and scaffolding, asking how students experience scaffolding in badge-driven learning. The results indicate that a stage model of scaffolding and instructional badging holds value in structuring the badge-driven learning process. The third study aimed to identify students who were particularly motivated by digital open badge-driven learning. The research question sought to explore what triggers learning in the badge-driven process, with results indicating similarities and differences in experiences based on the achieved skill-set level and competence-development continuum for vocational teachers. The findings also suggest the value of applying gamification and digital badging in the professional development of both pre- and in-service teachers. Based on our findings, we propose digital open badge-driven learning triggered by flexible study options that include customising studies and learning new and up-to-date competences. The final and fourth study further describes vocational pre- and in-service teachers’ experiences of the competence-based approach in digital open badge-driven learning. By explaining different aspects of the phenomenon, the study employed both constrained correspondence analysis and phenomenography to deepen our existing knowledge of digital open badge-driven learning. The results describe the impact of the competence-based approach on teachers’ professional development during the digital open badge-driven learning process. Each of the four sub-studies contribute to answering the study’s overarching research question: how do digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers? The primary results from the various sub-studies and theoretical approaches culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of digital open badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support. This study offers insights into the process structure and layered design for applying the competence-based approach, digital open badges and gamification in professional development. Further, the process approach embodies the ideal of study path customisation and personalisation in order to meet teachers’ personal needs for their working lives.
Self-efficacy beliefs have proven to be an important influence on an individual’s learning success. Badging is increasingly an element of innovative technologies for educational computing such as MOOCs, adaptive learning systems, smart learning environments, game-based learning, and gamification, among others. However, there is not strong evidence that a theoretical grounding drove the implementation of badging. In this chapter, the authors provide self-efficacy as a rationale for implementing badges. The rationale includes a summary of learner self-efficacy, a description of current applications of badging, and potential applications and impacts of using badging for learning to enhance learner self-efficacy. Suggestions for further study are made and potential implications are discussed for the use of badges on learner self-efficacy in an educational context.
Open online learning courses such as cMOOCs and xMOOCs differ from conventional courses yet it remains uncertain how, and if, existing common yet costly practices associated with teacher-driven formative and summative assessment strategies can be made to work in this new context. For courses that carry no charge for registration or participation, authors of open online courses have to consider alternative approaches to engaging, motivating and sustaining study and for helping participants manage, plan and demonstrate their own learning. One such approach is that of open badges or similar such visual public symbols that communicate to others a particular quality, achievement or affiliation possessed by the owner. This paper reports the role, reception and use of open badges in two ‘massive’ open online courses delivered in 2013 with attention to varied functions of badges and the a distinction between formative and summative applications. The paper will then draw upon data from end o...
Globalization and technological advances have resulted in innovative learning delivery models in postsecondary education environments. This report offers an overview of recent literature pertaining to digital badges and Open Badges, sometimes referred to as micro-credentials. First, the report summarizes recent analyses regarding the fit between open education systems and digital badges. Subsequently, this report will highlight several postsecondary initiatives utilizing badges for learning and skill acquisition. Next, a discussion of recommended strategies and frameworks for implementation is provided. In the last section, areas for further inquiry and consideration for successful design and integration of digital badge systems is presented for those considering postsecondary implementation. Next steps for research-based inquiry include an examination of a report issued by the American Institutes of Research, titled “The Potential and Value of Using Digital Badges for Adult Learners” (Finkelstein, Knight & Manning, 2013).
This paper explores the opportunities and challenges associated with implementing a digital badge system that awards high school credit for students' participation in afterschool programs serving non-dominant youth. Data include interviews and focus groups with 43 students, and interviews with 24 teachers and afterschool mentors and one college admissions director. Across all stakeholders, the most frequently cited opportunity related to the potential that badges hold for establishing learners' credibility outside the context in which their badges were earned by providing a trustworthy record of the skills and achievements that students gain through their participation in the afterschool programs. However, credibility also emerged as the dominant challenge associated with digital badges. Participants observed that in order for badges to succeed in proving one's credibility to external audiences, these audi-encesdsuch as college admissions officers and employersdmust know about and recognize the validity of badges. Students, teachers, and program staff all expressed the belief that this essential criterion had not yet been achieved. We examine these findings in light of theory and research on the role of artifacts within and outside the communities of practice in which they were created and used. The findings hold implications for designers of openly networked learning environments that seek to span and connect diverse social settings.
CHI '13 Extended Abstracts on Human Factors in Computing Systems
Talkative Objects in Need of Interpretation. Re Thinking Digital Badges in EducationFoundations of Digtial Badges and Micro-Credentials
A Philosophy of Open Digital BadgesEducation in the North
Digital professional learning: triggers in an online badge-driven process2018 •
American Journal of Evaluation
Using Open Badges to Certify Practicing Evaluators2015 •
European Journal of Open Distance and E-Learning
Open Badges: a systematic review of Peer-Reviewed Published Literature (2011-2015)2017 •
EADTU 25th Conference Proceedings
Open Education initiatives in Higher Education-an overview of current Business and sustainability models. Article pº81.2012 •
2018 •