Mozilla Open Badges for Assessment

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Presentation at the Boldic project meeting, 13 October 2014, Riga, Latvia.

Text of Mozilla Open Badges for Assessment

  • 1. Mozilla Open Badges for AssessmentHans Pldoja, Tallinn University

2. Hans Pldoja!!Lecturer of educational technologyTallinn University, Institute of Informatics!Doctoral studentAalto University, School of Arts, Design and Architecture!hans.poldoja@tlu.ee 3. What are Open Badges? 4. Mozilla Open Badges 5. (Class Hack, n.d.) 6. (Open Badges, 2013) 7. (Open Badges, 2013) 8. (Open Badges, 2013) 9. (Open Badges, 2013) 10. Using Open Badges inFormal Higher Education 11. Exploring the Potential of Open Badges in Blog-BasedUniversity CoursesHans Pldoja and Mart LaanpereTallinn University, Institute of Informatics, Tallinn, Estonia{hans.poldoja, mart.laanpere}@gmail.comAbstract. Recent developments with personal learning environments and openonline courses have led educators to experiment with opening up their formalhigher education courses. In these courses, the online learning activities takeplace in open learning environments based on various Web 2.0 tools such asblogs. Although this type of courses have a number of pedagogical benefits,they also raise issues related to private grading of students works and recogniz-ingthe learning of informal participants. This paper presents our exploratorystudy on addressing these issues by introducing open badges to masters levelcourse that takes place in a blog-based learning environment. Students perspec-tiveson using open badges were evaluated through focus group interviews. Theresults of the study indicate, that badges could have a potential in formal highereducation, if they are used more widely and provide an explicit choice of per-sonallearning paths for learners.Keywords: open badges, assessment, blog-based courses.1 IntroductionOne of the recent trends in education is the blending of formal and informal learning.This is supported by introducing social media, personal learning environments andvarious open educational practices to formal higher education [1, 2]. Students canenrich their learning experience by using open educational resources from other uni-versitiesand taking part in Massive Open Online Courses.In many cases, such developments have led university lecturers and professors toincrease the degree of openness in their courses. One approach is to move onlinelearning activities to open learning environments that are based on social media andWeb 2.0 tools such as blogs. The use of blogs in online courses provides a number ofpedagogical benefits such as motivating learners, enhancing the development andexpression of ideas, fostering interaction, collaboration and group work, invitingfeedback from other learners, and enriching the learning environment [3]. The use ofblog-based learning environments also allows educators to open up their course forinformal participants or members of professional communities who are not officiallyenrolled to the course.adfa, p. 1, 2011. Springer-Verlag Berlin Heidelberg 2011Pldoja, H., & Laanpere, M. (in press). Exploring the Potentialof Open Badges in Blog-Based University Courses. In Y. Cao,T. Vljataga, & J. K. T. Tang (Eds.), New Horizons in Web-Based Learning - ICWL 2014 Workshops. Berlin / Heidelberg:Springer. 12. Blog-based courses 13. Assessment issues in blog-basedcourses Private grading in open learning environment Recognizing the learning outcomes of informalparticipants 14. Badge design patterns? 15. Composite badgesBlog posts on each of the13 course topicsOpenEdOverviewBadgeIn-depth blog posts on 3selected course topicsOpenEdResearcherBadge(Wiley, 2013) 16. Activity-based badgesN blog posts or tweets ActivityBadgeN received comments orretweetsQualityBadgeCompleted milestone orassignmentResultBadge(Santos, Charleer, Parra, Klerkx, Duval, & Verbert, 2013) 17. Grade-based badges95% of points or more Gold Badge85% of points or more SilverBadge75% of points or more BronzeBadge(Rughini & Matei, 2013) 18. Hierarchical badgesCourseLevelBadgeProjectLevelBadgeLowerLevelBadgeLowerLevelBadgeLowerLevelBadgeProjectLevelBadgeLowerLevelBadgeLowerLevelBadgeLowerLevelBadge(Randall, Harrison, & West, 2013) 19. Our proposal: outcome-basedbadges 20. Advanced knowledge badgesSkills badgesBasic knowledge badgesBasicknowledge onlearningobjects andrepositoriesBasicknowledge onauthoring toolsBasicknowledge oncomputer-basedassessmentBasicknowledge onnewtechnologiesBasicknowledge oncopyright ofdigitallearningresourcesBasicknowledge onquality ofdigitallearningresourcesContentpackage authorAssessment testauthore-TextbookauthorAdvancedknowledge onlearning objectsand repositoriesAdvancedknowledge onauthoring toolsAdvancedknowledge oncomputer-basedassessmentAdvancedknowledge onnewtechnologiesAdvancedknowledge oncopyright ofdigital learningresourcesAdvancedknowledge onquality of digitallearningresourcesAssignmentsBlogging assignment 1 Blogging assignment 2 Blogging assignment 3 Blogging assignment 4 Blogging assignment 5Group assignment ondeveloping a digitallearning resourceBlogging assignment 6 Literature reviewDescribing theadvantages anddisadvantages of learningobjects approachCreating simple contentpackages, tests and e-textbooks,and describingthese with metadataSearching for learningobjects from learningobject repositories bymetadata and licensesFollowing copyrightprinciples for digitallearning resourcesEvaluating the quality of alearning resources usingan evaluation frameworkUsing one authoring toolto create a morecomprehensive digitallearning resourceAnalyzing the currentissues, research studiesand trends in one sub-topicrelated to digitallearning resourcesLearning outcomes 21. Students' perspectives on OpenBadges Main benefits: feeling of recognition and confirmationabout accepted assignments Badges would become more valuable, if they are used inseveral courses, not as a one time experiment Students are interested in recognizing prior learning withbadges 22. Recommendations for futurecourses Offer at least two levels of badges for each assignment Provide more choice of different badges / learning paths Visual aesthetics of badges is also important for learners 23. Food for thought Extending the badge metadata (weight, etc) Combining outcome-based badges with other types ofbadges Student-designed and student-awarded badges for peer-assessment Combing personal learning contracts and badges 24. References Wiley, D.: Assignments: Introduction to Openness in Education, Santos, J.L., Charleer, S., Parra, G., Klerkx, J., Duval, E., Verbert, K.:Evaluating the Use of Open Badges in an Open Learning Environment. In:Hernndez-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) EC-TEL 2013. LNCS,vol. 8095, pp. 314327. Springer, Berlin Heidelberg (2013) Rughini, R., Matei, S.: Digital Badges: Signposts and Claims ofAchievement. In: Stephanidis, S. (ed) HCI International 2013 - PostersExtended Abstracts, pp. 8488. Springer, Berlin Heidelberg (2013) Randall, D.L., Harrison, J.B., West, R.E.: Giving Credit Where Credit Is Due:Designing Open Badges for a Technology Integration Course. TechTrends.57, 8895 (2013) 25. Used Images Ellen Munro: Badges, Class Hack: Open Badges Anatomy, Open Badges, 26. Thank You!