AECT-OTP Webinar: Digital Badges and Micro-Credentials for the Workplace
Time: Mar 27, 2017 1:00 PM Central Time (US and Canada)
Learn how to implement digital badges in learning environments. Digital badges and micro-credentials offer an entirely new way of recognizing achievements, knowledge, skills, experiences, and competencies that can be earned in formal and informal learning environments. They are an opportunity to recognize such achievements through credible organizations that can be integrated in traditional educational programs but can also represent experience in informal contexts or community engagement. Three guiding questions will be discussed in this webinar: (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA
Each student learns differently and assessment is not linear. Learning for different students can be a longer or shorter path.
assessment comes before badges
what are credentials:
how well i can show my credentials: can i find it, can i translate it, issuer, earner, achievement description, date issued.
the potential to become an alternative credentialing system to link directly via metadata to validating evidence of educational achievements.
DB is not an assessment, it is the ability to demonstrate the assessment.
They are a motivational mechanism, supporting alternative forms of assessment, a way to credentialize learning, charting learning pathways, support self-reflection and planning
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
The content itself isn’t VR, just the digital venue.
Along with these three apps, Google has also brought NextVR to Daydream, which is the only app of the bunch that actually offers 360-degree, 3D video. With Netflix VR, HBO VR, NextVR, Hulu VR and Google Play Movies & TV, Daydream has suddenly become the undisputed leader of VR video.
A new survey from Extreme Networks aimed to answer this question by polling nearly 350 schools within higher ed and K-12. According to the results, 23 percent of respondents have tested VR, while 77 percent have not (40 percent of schools polled still aren’t sure if they’ll use the technology in the future). Meaning that although virtual reality has an important and growing role in education, it may take several years to get all institutions on board.
The survey notes that one challenge to implementation is that nearly two-thirds of schools are “somewhat or not sure” their IT infrastructure can currently support VR technology.
Respondents also had concerns about the lack of VR content available, as well as a lack of student resources, with 43 percent of respondents saying that VR is too expensive or difficult to implement. However, one respondent is taking this approach to providing VR to students at low or no cost: “We are putting out a call for old smartphone donations in our [community for those] who no longer need them. With the donations, we’re making sets of Google Cardboard and phones to create traveling VR stations for classes in all of our buildings.”
1. For new research: According to the Wall Street Journal, Professor Jeremy Bailenson, founding director of the Virtual Reality Human Interaction Lab at Stanford University, is using a state-of-the-art “haptic” floor of aeronautic metal that vibrates and moves to stimulate the physical world for research on how VR has the potential to change the way users feel and behave. For example, spending time flying around the world like Superman in virtual reality has been shown to increase participants’ altruistic actions outside of the lab. There may also be implications for confronting racism, sexism, and aiding in empathy and humanitarian efforts, says Bailenson. (see more in about empathy and VR in this IMS blog: http://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/)
2. For coding and 3D design:
a class on virtual reality that gives students the opportunity to design their own interactive world, work with 3D audio and experiment with immersive technology through a combination of hands-on learning and case studies. Also, the University of Georgia is offering similar classes where students design and explore applications for VR.
3. For anatomy and dissection:
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
Students can now earn digital badges when they complete modules in Canvas, thanks to a new partnership between Credly and the learning management system from Instructure.
“Digital badges are a powerful and employer-friendly complement to grades and other information traditionally found on a college transcript,” said Brenda Perea, instructional design project manager at Colorado Community College System, which deployed an early pilot of Credly Learning Edition for Canvas.
The global interactive whiteboard (IWB) market is expected to make a comeback and grow at a compound annual growth rate of almost 7 percent from 2016 through 2020, according to a recent report issued by London-based tech market research firm Technavio.
And according to THE Journal’s “Teaching with Technology” survey published in September, 68 percent of teachers who responded use interactive whiteboards in the classroom, while 8 percent have IWBs on their wish list, and 4 percent will be using them within one year. At the same time, however, 20 percent of respondents said that IWBs would be dead and gone within the next decade, ranking second only to desktop computers
In addition to blended learning, which includes gamification, social learning and bring-your-own-device (BYOD) policies, Technavio analysts highlighted the following factors that are contributing to the growth of the IWB market:
my note: Avoid using infographics for purposes, which toodoo can serve. Infographics are for about visualization of stats, not just visualization. #FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.