Searching for "badges"

badges for teachers

start with the teachers, not with the students

OPINION So You Want to Drive Instruction With Digital Badges? Start With the Teachers

https://www.edsurge.com/news/2015-10-31-so-you-want-to-drive-instruction-with-digital-badges-start-with-the-teachers

Participating teachers advance through a series of inquiry-based professional development modules. Teachers are awarded a digital badge for the successful completion of each 10-hour module. To accomplish this, they must complete the following steps: 1) study module content, 2) participate in a focused discussion with peers working on the same module, 3) create an original inquiry-based global lesson plan that incorporates new learning, 4) implement the original lesson plan in the classroom, 5) provide evidence of classroom implementation and 6) reflect on and revise the lesson created.

The final product of every module is a tested, global lesson plan that articulates learning objectives, activities, assessments, and resources for each stage of inquiry. Upon completion, teachers may publish finalized lessons in a resource library where they can be accessed by other educators. As designed, the HISD badging system will be a four-year, 16-badge approach that equates to 160 hours of professional learning for teachers.

five key features that taken together increase significantly the likelihood that the learning experience for a teacher will lead to results in the classroom for students — which, after all, is the point of professional development:

 

  • Badging requires demonstrating understanding and implementation of a target content or skill. 
  • Badging provides recognition and motivation. 
  • Badging allows for knowledge circulation among teachers. 
  • Badging can be tracked and assessed. 
  • Badging is a scalable enterprise. 

 

Badges

Case Study 6: Mozilla Open Badges

http://www.educause.edu/library/resources/case-study-6-mozilla-open-badges

Badges can play a crucial role in the connected learning ecology by acting as a bridge between contexts, making these alternative learning channels and types of learning more viable, portable, and impactful. Badges can be awarded for a potentially limitless set of individual skills—regardless of where each skill is developed—and a collection of badges can begin to serve as a virtual résumé of competencies and qualities for key stakeholders, including peers, schools, or potential employers. Specifically, badges support capturing and communicating learning paths, signaling achievement, motivating learning, and driving innovation and flexibility, as well as building identity, reputation, and kinship. Thus, badges can provide a way to translate all types of learning into a powerful tool for getting jobs, finding communities of practice, demonstrating skills, and seeking out further learning.

Peer badges were also built around the peer-to-peer interactions and were awarded directly from one peer to another. Finally, participation badges were based on stealth assessment and data-tracking logic built into the learning environment. While the sample size was small due to constraints of the course cycles, the pilot resulted in a solid proof-of-concept of the potential for badges and these approaches to assessment.

How Badges Really Work in Higher Education

http://campustechnology.com/articles/2013/06/20/how-badges-really-work-in-higher-education.aspx

The badges have several layers, Wisser says. While the top level signifies that you completed elements of the coursework, the badges have stripes for other accomplishments such as leading a discussion or teaching peers. “These badges are visible to other students, and if you are struggling in one area, you could turn to someone more accomplished–as shown by their badge–for help. Or if you were strong in a certain area and saw someone else was struggling, you could reach out to that person.”

More in this IMS blog on badges:

https://blog.stcloudstate.edu/ims/?s=badges

badges

4 Benefits To Using Badges In Online Learning

http://elearningindustry.com/using-badges-in-online-learning

greater autonomy for students, greater levels of feedback, and a variety of assignments.

More on badges in this blog:

https://blog.stcloudstate.edu/ims/?s=badges

In each of the classes for which I use badges I have 24 different badges that students can earn. Each one is a “micro-assignment” which asks students to apply some concept or set of concepts we are covering in the class. Students submit their responses and if they meet the badge criteria they earn the badge. When they earn a badge they receive the points for that in their grades and also receive a badge graphic uploaded to their own personal profile which only they can see. One feature I would like to incorporate is the ability to share these badges via their social networks but I am not sure about how this would work with regard to FERPA requirements. More research on my part is needed regarding this.

If the student does not earn the badge, they are provided with detailed feedback and allowed to resubmit to try and earn the badge. They can submit as many times as they want or need to in order to earn the badge. Students need to earn a minimum of 14 badges to earn a C in the course and 18 badges to earn an A.

Publishing opportunity – Digital Badges in Education

Please use this IMS blog, for more on digital badges in education:
https://blog.stcloudstate.edu/ims/?s=badges

Interesting opinion why badges will not work, unless adopted by the entire institution in the following webinar: https://blog.stcloudstate.edu/ims/2014/09/04/gamification-its-easier-than-you-think/

From: Zane Berge [mailto:berge@umbc.edu]
Sent: Thursday, September 11, 2014 10:16 AM
Subject: Call for Chapters – Digital Badges in Education: Trends, Issues, and Cases

Dear Authors,

You are invited to submit a chapter proposal for a book, Digital Badges in Education: Trends, Issues, and Cases that Lin Muilenburg and I are editing that will be published by Routledge. Please see the call for chapters at: http://bit.ly/CFC_DBiE

Feel free to pass this call along to anyone or any group you believe would be interested.

Regards,
Zane
Zane L. Berge, Ph.D.
Professor of Education
berge@umbc.edu
Twitter: @ZaneBerge

Share, if you are using badges as part of the assessment process in your class and/or if you intend to start using it.

Let us know, if you would like to start discussion on this campus about adoption of badges as part of the assessment process.

http://badges.actfl.org/badges-infographic.pdf

digital badges how it works

How Open Badges Could Really Work In Education

How Open Badges Could Really Work In Education

http://www.edudemic.com/open-badges-in-education/

Higher education institutions are abuzz with the concept of Open Badges. The concept was presented to SCSU CETL some two years ago, but it remained mute on the SCSU campus. Part of the presentation to the SCSU CETL included the assertion that “Some advocates have suggested that badges representing learning and skills acquired outside the classroom, or even in Massive Open Online Courses (MOOCs), will soon supplant diplomas and course credits.”

For higher education institutions interested in keeping pace, establishing a digital ecosystem around badges to recognize college learning, skill development and achievement is less a threat and more an opportunity. Used properly, Open Badge systems help motivate, connect, articulate and make transparent the learning that happens inside and outside classrooms during a student’s college years.

Educational programs that use learning design to attach badges to educational experiences according to defined outcomes can streamline credit recognition.

The badge ecosystem isn’t just a web-enabled transcript, CV, and work portfolio rolled together. It’s also a way to structure the process of education itself. Students will be able to customize learning goals within the larger curricular framework, integrate continuing peer and faculty feedback about their progress toward achieving those goals, and tailor the way badges and the metadata within them are displayed to the outside world.

 

Digital Badges Gain Traction in Higher Education

Digital Badges Gain Traction in Higher Education

http://edtechtimes.com/2014/03/28/digital-badges-gain-traction-higher-education/

Universities are beginning to look into digital badges for their students to show the many varied skills students learn that cannot be shown on a diploma.

Badges use free software, which according to Mozilla, means “any organization can create, issue and verify digital badges, and any user can earn, manage and display these badges all across the web.”

mobile technology, badges, flipped classrooms, and learning analytics according to Bryan Alexander

Very short video of Bryan Alexander, senior fellow at the National Institute for Technology in Liberal Education, discussing the issues and opportunities facing mobile technology, badges, flipped classrooms, and learning analytics: 

http://online.qmags.com/CPT0113/default.aspx?sessionID=C711175DBEE9188D0D93C2F28&cid=2335187&eid=17730&pg=18&mode=2#pg18&mode1

microcredentials and higher ed

Are microcredentials the future of higher ed?

Canada has reflected that global interest, with major government investment over the last two years: $59.5 million announced by the Ontario government in late 2020 to fund microcredential development and related student loans; $9 million announced by British Columbia’s government since 2020, with federal support; and $5.6 million announced by Alberta’s government last August for microcredential pilot projects after the Business Council of Alberta (BCA) issued a report in 2020 urging the provincial and federal governments to expand microcredential opportunities. Ontario’s government-backed digital learning organization, eCampus Ontario, has been working in this area since 2017. Microcredential development is included in the strategic plans of the University of New Brunswick and Dalhousie University. As far back as 2015, the University of British Columbia promoted the use of “open badges” to recognize discrete skills that students had acquired within for-credit courses. It started running several non-credit microcredentials in 2021, thanks to provincial funding.

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What Are Micro-Credentials And Why Are So Many Universities Talking About Them?

https://www-suitable-co.cdn.ampproject.org/c/s/www.suitable.co/knowledge-center/blog/what-are-micro-credentials

https://www.suitable.co/knowledge-center/blog/what-are-micro-credentials

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more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential

‘maze’ of education credentials

Growing ‘maze’ of education credentials is confusing consumers, employers

As more jobs require postsecondary training, more providers jump in to offer it — including fakes and scammers

https://www.washingtonpost.com/education/2021/12/26/education-credential-certificate-scams/

a “maze” of nearly a million unique education credentials in the United States, the nonprofit Credential Engine reports, including not only degrees but also badges, certificates, licenses, apprenticeships and industry certifications.

The way new kinds of credentials are being developed and awarded is “a bit like the wild West,” a study by the Rutgers University Education and Employment Research Center found.

Even before the pandemic and the subsequent labor squeeze, 39 percent of human resources managers said they spent less than a minute reading a resume, according to a survey by CareerBuilder.

Conventional higher education institutions are increasingly alarmed about the holes that have developed in a system that was previously much simpler.

A quarter of American adults now hold nondegree credentials, meaning something short of an associate or bachelor’s degree, according to federal data, and they’ve become more popular in recent years.

“As online education becomes normalized, as a credential from Google or Microsoft can get someone a job, all of a sudden we’re in an environment where higher education doesn’t have a monopoly on education,” Ahluwalia said.

The Credential Engine Registry so far includes full or partial information on about 30,000 educational credentials. That’s about 3 percent of the total it eventually hopes to list.

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more on credentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=credentials

The Future of University Credentials

The Still-Evolving Future of University Credentials

https://www.edsurge.com/news/2021-12-21-the-still-evolving-future-of-university-credentials

Sean Gallagher is founder and executive director of Northeastern University’s Center for the Future of Higher Education and Talent Strategy, and executive professor of educational policy.

The growth of educational platform companies such as Coursera and 2U is being driven in part by a surge in demand for certificate programs and “alternative credential” offerings. The number of open badges awarded nearly doubled from 24 million in 2018 to 43 million in 2020. And major companies and industry groups are increasingly getting into the credentialing game, exemplified by firms such as IBM and Google. Strada Education Network’s consumer polling has shown that 40 percent of working-age adults have earned some type of non-degree credential—and that non-degree credentials are at the top of the list for adults seeking education or retraining.

plenty of confusion or ignorance in the marketplace about the basic differences between “certificates” and “certifications.”

skills-based hiring

badging, embedding certificates into degrees and the idea of offering small credentials on the way to a larger one are emerging as key trends

The future will likely see a continued de-emphasis on merely requiring that prospective employees hold college degrees.

the needs of the job market are changing faster than ever, meaning a greater need for upskilling

a new national survey of C-suite executives that we recently conducted, 70 percent said that U.S. workers should be worried about their skills becoming outdated over the next few years.

Innovations such as stackable non-degree credentials as an on-ramp and low-cost MOOC-based degrees from top universities are likely to only grow access to post-baccalaureate education. The number of MOOC-based degrees is approaching 100

Online education services companies – or “OPMs” as many refer to them, have continued to play a major role in the scaling of online higher education, within, and now increasingly beyond the U.S.

the Lumina-sponsored Connecting Credentials campaign; the launch of the Non-Degree Credentials Research Network; the development of UPCEA’s Hallmarks of Excellence in Credential Innovation,

 

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