Open Badges in Education

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  • This communication reflects the views only of authors, and the commission cannot be held responsible for any use, which may be made of the information contained therein.

    Funded with support from the European Commission, as part of the project Grading soft skills: GRASS, No. 543029-LLP-1-RS-KA3-KA3MP

    Open Badges in EducationVladan Devedzic, Jelena Jovanovic, Bojan Tomic, Nikola Milikic

    University of Belgrade, Serbia

  • Introduction - concepts and perspectives Pedagogical aspects of Open Badges Technological aspects of Open Badges I

    badging platforms and tools Interactive design of Open Badges Designing and developing Open Badges I

    Open Badges for soft skills

    Outline

  • Community aspects of Open Badges I enthusiasts and stakeholders

    Designing and developing Open Badge systems the big picture

    Outline

  • Here is the intro

    Introduction concepts and perspectives

    https://docs.google.com/presentation/d/1F8tUTBNIaU7j6JVyApq9y66tvoDeI6mvi8OjHxmW4lE/edit#slide=id.p4https://docs.google.com/presentation/d/1F8tUTBNIaU7j6JVyApq9y66tvoDeI6mvi8OjHxmW4lE/edit#slide=id.p4

  • OBs as a motivational mechanism

    OBs as learning scaffolds

    Pedagogical aspects of Open Badges

  • Traditional role: Badges as a rewarding mechanism an important element of gamification or game-mechanics

    required features: desirable and attainable, yet challenging

    what a badge is awarded for - effort, improvement, performance - tends to affect motivation

    OBs as a Motivational Mechanism

  • Facilitators of learning practices that foster intrinsic motivation Participatory learning and peer-based learning communities

    Badges enable novel forms of learners engagement: receiving badges and earning reputation to recommend peers for badges

    interacting around badges as social objects

    building badge-based (context-specific) e-portfolios

    community-building around shared badge missions

    OBs as a Motivational Mechanism (2)

  • Recognition of learning in multiple and diverse locations and environments that go beyond traditional classrooms

    Recognition of under- or non-recognized skills and prior learning

    Reputation building and social comparison within a learning community

    OBs as a Motivational Mechanism (3)

  • Concerns: higher focus on accumulating badges than on learning

    activities/materials associated with the badges

    motivation displacement

    OBs as a Motivational Mechanism (4)

  • Drawbacks could be avoided with well designed instr. strategy chain badges, so that they appear as means of unlocking new learning

    opportunities

    associate badges with roles that bring about both privileges and responsibilities in the learning community

    introduce badges as a feedback rather than a reward mechanism

    OBs as a Motivational Mechanism (5)

  • OBs might be used for charting learning routes, through: badge-earning criteria

    privileges and responsibilities opened up by earning a badge

    badge hierarchies

    chaining of badges

    Badges assume the role of signposts in the learning space

    OBs as learning scaffolds

  • OBs offer support for self-directed learning, by allowing continuous tracking of what has been learned (self-monitoring and

    reflection), and

    insights into what the next step might be (planning)

    OBs as learning scaffolds (2)

  • Proper tool support is still missing

    What is envisioned/needed: a discovery tool assisting learner when looking for new learning opportunities

    e.g., recommending badges; enabling personalized search of badges empowering learner to make well-informed decisions, so that the learners

    agency is promoted/sustained e.g., through explanation facility

    OBs as learning scaffolds (3)

  • Java programming course, University of Belgrade

    http://jgrass.fon.bg.ac.rs/ Advanced programming concepts, 12 weeks, not in the official curriculum

    (no credits)

    Goal: addressing both hard and soft skills (related to programming)

    OBs given for tasks well done/skills obtained

    2015, 56 students (2016, 62 students, ongoing)

    UB application case

    http://jgrass.fon.bg.ac.rs/http://jgrass.fon.bg.ac.rs/

  • Hard skills

    UB application case (2)

    Soft skills

    Git (GitHub) JUnit JavaDoc GUI Three tier architecture JSON Threads Collections

    Enthusiasm Collaboration Skilled communication Real-world problem solving

  • UB application case (3)

  • Hard skills - pedagogy, assessing, grading

    UB application case (4)

    Soft skills - pedagogy, assessing, grading

    One task per skill (homework) One OB per skill (no

    hierarchy) OB submissions OB evidence link to code

    repository on GitHub

    One task per skill (homework) OR continuous activity throughout the course

    Pedagogical rubrics Several OBs per skill OB submissions or admin

    awarded OB evidence

  • More coprehensive list at http://www.badgealliance.org/badge-issuing-platforms/

    Badge List Open Badge Factory &

    Open Badge Passport

    Technological aspects of Open Badges I badging platforms and tools

    Credly ForAllRubrics BadgeOS Open Badge Academy

    http://www.badgealliance.org/badge-issuing-platforms/http://www.badgealliance.org/badge-issuing-platforms/http://www.badgealliance.org/badge-issuing-platforms/

  • Use case scenarios:

    Badging Platforms: Scenarios: http://bit.ly/badging-platforms-scenarios

    Scenario-based Comparison of Features (Live version): http://bit.ly/badging-platforms

    Offering badges Badge discovery Applying for badges Awarding badges

    Management of and reflection over collected badges

    Displaying and Sharing badges (Re)viewing a badge earners

    achievements

    Technological aspects of Open Badges I badging platforms and tools (2)

    http://bit.ly/badging-platforms-scenarioshttp://bit.ly/badging-platforms

  • Badge Canvas - http://www.digitalme.co.uk/badgecanvas

    Tasks: Form a group of 3-4 people Agree on a badge name Fill in your canvas

    Time: 30 minutes

    Hands-on: Design Your Badge

    http://www.digitalme.co.uk/badgecanvas

  • Demo 1 - Creating a badge in BadgeOS

    http://badgeos.fon.bg.ac.rs

    Interactive design of Open Badges

    http://badgeos.fon.bg.ac.rshttp://badgeos.fon.bg.ac.rs

  • personal attributes associated with effective and harmonious interaction with other people

    transversal (cross-domain/discipline) skills closely related to and often equated with 21st Century Skills

    Soft Skills

  • Personal development ways of thinking (e.g., problem solving, critical thinking,...)

    ways of working (e.g., enthusiasm, persistence, self-regulation,...)

    Classification of Soft Skills

  • Social participation ways of thinking with others (e.g., negotiating and refining meaning,

    constructive discourse)

    ways of working with others (e.g., communication, collaboration, conflict resolution,...)

    Classification of Soft Skills (2)

  • GRASS framework for soft skills(available at: http://goo.gl/3bkx9b)

    http://goo.gl/3bkx9b

  • Demo 2 - Awarding a badge in BadgeOS

    http://badgeos.fon.bg.ac.rs

    Designing and developing Open Badges I

    http://badgeos.fon.bg.ac.rshttp://badgeos.fon.bg.ac.rs

  • Open Badges in Education 2014 (Tallinn, Estonia)

    Community aspects of Open Badges I enthusiasts and stakeholders

  • Open Badges in Education 2014 (Tallinn, Estonia)

    Community aspects of Open Badges I enthusiasts and stakeholders

  • Open Badges in Education 2014 (Tallinn, Estonia)

    Community aspects of Open Badges I enthusiasts and stakeholders

  • OB system development process, v01 OB system development process - big picture OB system development process, v02

    Community aspects of Open Badges I enthusiasts and stakeholders

    https://docs.google.com/drawings/d/1BqDLOar_TpXxcw_FWN8irCv9SY8Bj8ITjIgFM3vgeSM/edithttps://docs.google.com/drawings/d/1BqDLOar_TpXxcw_FWN8irCv9SY8Bj8ITjIgFM3vgeSM/edithttps://docs.google.com/drawings/d/1sjYoYcoaKfCnqgtfbrTUq3nntVaekrHS7sOsujpON00/edithttps://docs.google.com/drawings/d/1sjYoYcoaKfCnqgtfbrTUq3nntVaekrHS7sOsujpON00/edithttps://docs.google.com/drawings/d/1wklkqV2nfKnS7D7eigfinkgImz1M-Xv9fzDTWHBXUzE/edithttps://docs.google.com/drawings/d/1wklkqV2nfKnS7D7eigfinkgImz1M-Xv9fzDTWHBXUzE/edit

  • Designing and developing an OB system

    Adapted from: Devedzic, V., Jovanovic, J. (2015). Developing Open Badges: a comprehensive approach. Educational Technology Research and Development, 63(4), 603-620.

  • Includes identification and elaboration of: the purpose/objectives of the OB system: what do we want to achieve with

    OBs? why do we want to badge our course?

    types of achievements to badge - e.g., attendance, participation, effort, assessed performance

    Goal setting and initial planning

  • Includes identification and elaboration of: competences/skills to badge - including definition/selection of

    competence/skill model to assure wide recognition of badged achievements

    options for integration of badges in the instructional design

    Goal setting and initial planning (2)

  • Should be informed by the capabilities of the available technical solutions

    No worth envisioning badge system design that cannot be supported by the available toolsets

    requires efforts and costs that go over the available budget

    Goal setting and initial planning (3)

  • Mapping out the skills/competences and the associated instructional design

    Defining the types of badges, and for each type, the number of badges to issue

    Designing individual badges, by defining

    association with the elements of instr. design (e.g., assessment items)

    badge earning criteria and the required type(s) of evidence

    badge visual appearance

    Design of an OB system

  • Defining badge dependencies and hierarchy (optional)

    Defining options for managing and sharing badges

    Design of an OB system (2)

  • The major challenges: effective communication / demonstration of the value of OBs

    ensuring effective feedback loops

    ensuring teachers motivation

    ensuring the privacy of students data

    Building / sustaining internal trust network

  • The major concerns: proper interpretation of the meaning of a badge - what does it actually say

    about a person?

    aggregation and semantic alignment of learners badges that originate from different sources (i.e., badge issuers)

    seamless integration of badges with existing recognition and certification standards and practices

    Building / sustaining external trust network