Design Principles for Open Digital Badges and Adult Learners (242321356)

  • Published on
    19-Jul-2016

  • View
    4

  • Download
    1

DESCRIPTION

Unlike other static credentials, open digital badges can contain detailed claims and evidence of learning. Join us to learn about the results of the Badges Design Principles Documentation Project and how to use the insights contained in the Badge Design Principles Database. You'll also learn about the goals and efforts of the EDUCAUSE Microcredentials Constituent Group and the Badge Alliance Higher Education Working Group, as well as a new effort to incorporate digital badges and effective practices across all higher education learning platforms. http://www.educause.edu/events/educause-annual-virtual-conference-2014/2014/connecting-learning-and-learners-open-badges

Transcript

Connecting Learning and Learners with Open Digital Badges Daniel T. Hickey, Associate Professor Learning Sciences Program Indiana University Rebecca Itow Cathy Tran Katerina Schenke Nate Otto Christine Chow James Willis 1. What are Open Digital Badges? Web-enabled tokens of accomplishments Can be accumulated internally or externally Can be shared over email and social networks Contain specific claims about learning Contain evidence of learning The Open Badge Infrastructure (OBI) Badge Name Badge Description Criteria Evidence Issuer Date Issued / Expires 2. What was the Design Principles Documentation Project? Accredited Context Accredited Badges None Other School or University After School Teacher PD Informal & Other Adult & Career Museum Extra-Curricular Common Core Local Standards Partners for 21CS None Identified K-12 Middle School Secondary College Students Educators/ Other Vocational/ Adult Accreditation Setting Standards Earners Regardless of where you start, it is likely you will end up somewhere other than your intended destination. Thats okay. Systems are living things and your system needs to be flexible. You need to embrace a bit of chaos in its design. --Carla Casilli Most of the knowledge generated when designing complex systems evaporates as features evolve and team dissolve. --Phillipe Kruchten Capturing Practical Wisdom Aristotles Phronesis Contextual and value-laden Bent Flyvbjerg (2001) Phronetic narratives Rich Halverson (2004) Artifact-based phronetic narratives Categories of Badge Functions Recognizing Learning Skills, achievements, experiences, & practices Individual, peer, social Assessing Learning Summative, formative, transformative, & transcendent Motivating Learning Intrinsic, extrinsic, & participatory Studying Learning Research of, for, & with digital badges Evolution of Badge Design Practices Intended Practices - Ideas outlined in original proposals Enacted Practices - Intentions unfolding in world Formal Practices - Practices after funding ends Emergence of Badge Design Principles Draft Initial Principles - Similar practices across different projects - Aiming for 4-6 principles for each function Formalize General Principles -Exemplified by specific projects -Broke many down into more specific principles -Highlights intersection of principle with context Bookmark Research - Find relevant research for each principle - Encourages spread of systematic inquiry 3. What are the big ideas from the DPD project? Important things about badges that some projects and many observers did not fully appreciate DIGITAL BADGES ARE DIFFERENT Claims & evidence hard to define Many projects struggled to specify claims Many projects struggled to specify evidence { "uid": "f2c20", "recipient": { "type": "email", "hashed": true, "salt": "deadsea", "identity": "sha256$c7ef86405ba71b85acd8e2e95166c4b111448089f2e1599f42fe1bba46e865c5" }, "image": "https://example.org/beths-robot-badge.png", "evidence": "https://example.org/beths-robot-work.html", "issuedOn": 1359217910, "badge": "https://example.org/robotics-badge.json", "verify": { "type": "hosted", "url": "https://example.org/beths-robotics-badge.json" } } OPEN BADGES ARE REALLY DIFFERENT Info circulates in social networks Projects recognized that stakes are increased Validty gets crowdsourced COPPA, FERPA, and other concerns worried many projects ITS NOT (JUST) ABOUT BADGES Badges are part of an ecosystem More successful projects integrated badge functions into their learning ecosystem Less successful projects tried to build ecosystem around badges 4. What are the general findings from the DPD project? Things we learned looking across projects over time Roughly 10 created proposed badge ecosystem Roughly 10 created badges but not ecosystem Roughly 10 did not create badges BADGES CAN REALLY WORK But not everywhere What the Projects Ultimately Created Proposed ecosystem with scaled back practices Proposed ecosystem with fewer practices Different badges and ecosystem Proposed badges and different ecosystem Still building proposed badges Proposed badges STARTING POINTS MATTERS Badge Systems = Tech + Content + Badges Sheryl Grants Five Buckets o RESPONSIVE = Start with content o LAYERED = Start with tech and content o BADGES-FIRST = Start with badges o NEW BUILD = Tech, content, & badges together o INTEGRATED = Start with tech DPD Confirmed Badges-First is problematic BUILD BUCKET PROJECT OUTCOME Responsive Proposed ecosystem with scaled back practices Responsive Proposed ecosystem with fewer practices Layered Different badges and ecosystem Layered Proposed badges and different ecosystem New Build Still building proposed badges Responsive Proposed badges 5. What were the most challenging principles to enact? Popular intended practices that were difficult to formalize Principle Practice Failures/ Attempts Seek external backing Externally endorsed 6/10 Externally valued 6/8 Use badges to externally communicate learning Use badges to externally communicate learning 4/12 Have experts issue badges Have badges accredited by accredited entity and community 3/10 Align badges to standards Align to internal standards 2/6 Align to national or international standards 2/12 Align to community standards 1/4 Most Challenging RECOGNITION Principles & Practices Principle Practice Failures/ Attempts Enhance validity with expert judgment Use human experts and computers 4/10 Align assessments to standards and create objectives Common Core State Standards 3/8 National/state standards 1/8 Internal standards 1/9 Use e-portfolios Foster discussion around artifacts 2/3 Open to the public 1/2 Local to community 1/4 Use formative functions of assessment Peer feedback 2/4 Most Challenging ASSESSMENT Principles & Practices Principle Practice Failures/ Attempts Provide privileges Provide internships 4/6 Provide prizes 3/6 Provide peer mentorship 3/9 Provide new activities 3/11 Use different types of assessment Peer assessment 4/7 Self assessment 1/3 Expert assessment 1/3 Build outside value for badges Evidence for outside opportunities 3/9 Most Challenging MOTIVATION Principles & Practices 6. What did the DPD project find for specific projects & practices The unfolding of practices in the projects with adult learners Category Principle Practice Recognizing Recognize diverse learning Recognize diverse learning Use badges to externally communicate learning Use badges to externally communicate learning Promote discovery Discover learning opportunities Assessing Align activities to standards` Internal standards Use formative functions of assessment Peer assessment Use mastery learning Judged by human experts and computer Use rubrics Rubrics developed for specific artifacts Promote hard and soft skills Combine collaborative learning and discreet skills Motivating Provide privileges Peer mentorship Display badges to the public Learners can choose to share badges with public Build outside value for badges Real-life application of knowledge Practices Formalized or Proposed & Not Enacted Category Principles General Practice Recognizing Have experts issue badges Credentialed via accredited entity and community Have experts issue badges Credentialed via community Seek external backing of credential Externally endorsed Assessing Use rubrics Rubrics developed for specific artifacts Motivating Provide privileges Provide prizes Use different types of assessments Peer Assessment Stimulate competition Use point system Study Study impact of badges Research of badges Proposed & Not Enacted or Unproposed & Introduced Category Principles General Practice Specific Practice Recognizing Learning Use badges as a means of external communication of learning Endorsement and translation of skills Promote discovery Discover learners Promote earners skills to employers Assessing Learning Use leveled badge systems Competency levels Translation of skills Motivating Learning Build outside value for badges Evidence of outside opportunities Potential to gain employment Recognize identities Target a specific group Veterans Engage with community Involvement in digital community Network with community members Studying Learning Study Badge impact Research of badges Data collection and analysis Practices Formalized, Proposed & Not Enacted or Unproposed & Introduced Category Principles General Practice Recognizing Use badges to externally communicate learning Use badges to externally communicate learning Assessing Use leveled badge systems Competency levels Enhance validity with expert judgment Use human experts Use formative functions of assessment Provide peer and expert feedback Involve students at a granular level Learning pathways and badge design Motivating Set goals User created badges Use different types of assessments Peer assessment Practices Proposed & Not Enacted 5. Where can we get more info? 6. How can we get involved? 4. Where can we get more info and get involved? Help Us Improve and Grow Thank you for participating in todays session. Were very interested in your feedback. Please take a minute to fill out the session evaluation found within the conference mobile app, or the online agenda.