Designing and Developing Digital Credentials
Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
During this ELI course, participants will:
- Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
- Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
- Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
- Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
- Consider the benefit of each minted badge or system to the earner, issuer, and observer
- Develop a badge constellation or taxonomy for their own project
- Consider forms of assessment suitable for evaluating badge earning
- Learn about design considerations around the visual aspects of badges
- Create a badge-issuing plan
- Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein, CEO, Credly
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
Susan Manning, University of Wisconsin-Stout
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning Instructional Design
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
more on badges in education in this IMS blog
Fixing the Textbook Model
Indiana University’s Brad Wheeler explains how his institution is ditching the college textbook and replacing it with digital alternatives that are accessible to students from day one.
By Dian Schaffhauser 06/21/17
Brad Wheeler, the vice president for IT and CIO of Indiana University
it’s taken a long time for textbook publishers to own up to the “fundamental flaw” of their industry: “They are obsessed with counting their gross margins on the things they actually do sell.” And, he added, they ignore the enormous amounts they lose through the other 75 percent of the market made up of used and rented books and other kinds of substitutes. Because of those blinders, the publishers have “long pursued a model that has been failing, year over year.”
Starting in the mid-1990s, the price of educational books rose faster than just about any other measure, including healthcare. Something had to give. Wheeler has seen a “constellation of things” forming to bring about change. First, the e-reader software has matured, he said. “It works on your phone, your tablet, your laptop.”
Second, students are “increasingly digital.” They’re “comfortable with interacting with digital information [and] electronically marking it up.” After all, he noted, “some of them went through high school with digital books and materials.”
Third, familiarity is growing among faculty too. “They see e-texts not just as a substitute for paper, but as a teaching and pedagogical tool. They can go in and annotate that paragraph in the textbook and point to classroom materials or go online and correct something,
Fourth, the printed textbook-first philosophy has stopped paying off for publishers.
The three biggies — Pearson, McGraw-Hill and Cengage — weren’t first in line to sign on, even as additional universities piled onto Indiana U’s project. As a result, their reticence to promote textbook alternatives hit their bottom lines. Eventually, Pearson’s shares took a hit, hovering currently around $8; McGraw-Hill’s education division was peeled off and sold to Apollo Global Management in 2013; and just months later Cengage filed for bankruptcy, emerging a year later with $4 billion less debt.
the College Board decreased the undergraduate student budget for books and supplies in its “Trends in College Pricing” report.
Indiana U has seen nothing but growth for its IU eTexts digital initiative:
Unizin. This is the organization created by Indiana U and other large institutional partners to develop services that could replace major paid third-party applications, such as learning management, digital textbook and data warehouse platforms. The goal: to enable higher ed to own its data.
more on open text book in this IMS blog
Technology Use Among Teachers Strong and Growing
By David Nagel 11/17/16
The study, conducted by adaptive learning provider Front Row Education, found that 75 percent of teachers use technology with students on a daily basis and that a bit more than half have a 1-to-1 ratio of devices to students in their classrooms (up 10 points from last year’s survey). That increase in student devices is helping to drive an increase in the use of technology, with about 60 percent of teachers surveyed saying they expect to increase the use of technology in the 2016–2017 school year.
60 percent of teachers have access to Chromebooks, up 15 percent from last year; 64 percent have access to iPads, down 5 percent from last year. iPads tend to be the tool of choice in lower grades (75 percent in K–2), while Chromebooks dominate the middle school years (66 percent). Interestingly,
more on technology use among teachers in this IMS blog:
Film isn’t the only medium that gets the virtual reality treatment. The best-selling author Wally Lamb has a new book called “I’ll Take You There” that’ll launch as part of the Metabook line — a series of works that include extras like 360 degree videos and photos.
More on ebooks in this IMS blog
Global E-Learning Market in Steep Decline, Report Says
By Richard Chang
a recent report released by Ambient Insight Research, a Washington state-based market research firm.
Revenues for self-paced e-learning in 2016 are heavily concentrated in two countries — the United States and China. The growth rate in the U.S. is at -5.3 percent, representing a $4.9 billion drop in revenues by 2021, while in China, the rate is at -8.8 percent, representing a $1.9 billion drop by 2021. The e-learning market in China has deteriorated rapidly in just the last 18 months, the report said.
- Of the 122 countries tracked by Ambient Insight, 15 have growth rates for self-paced e-learning over 15 percent during the next five years. These countries are heavily concentrated in Asia and Africa, with the two outliers being Slovakia and Lithuania.
- Eleven of the top 15 growth countries will generate less than $20 million by 2021. Of the top 15, Slovakia and Lithuania are anticipated to generate the highest revenues for self-paced products by 2021, at $55.4 million and $36.5 million, respectively.
- The growth rates are negative in every region except Africa, where the growth is flat at 0.9 percent. The steepest declines are in Asia and Latin America at -11.7 percent and -10.8 percent, respectively. The economic meltdowns in Brazil and Venezuela are major inhibitors in Latin America.
- There are 77 countries with flat-to-negative growth rates. The countries with the lowest growth rates are Yemen (-18.7 percent), Brazil (-19.8 percent), Qatar (-23.5 percent) and Venezuela (-26.8 percent).
Self-paced e-learning products include online courses, managed education services, managed training, e-books and learning management systems, according to the report. The author does not consider mobile and game-based learning, which are growing, to be in the self-paced e-learning category.
The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry, the firm says on its website and in the report.
more on elearning in this IMS blog
New Model Lets Students Rent Textbooks on Pay-as-You-Go Basis
By Michael Hart 04/12/16
Once students register with iFlipd, they can rent digital textbooks for as little as a week. Once they finish using a book, they can move it back into the digital catalogue, making it available to other students. There is a loyalty program that gives points toward free rentals.
iFlipd is also integrated with Datalogics and its interactive Active Textbook e-book system so that students have sharing capabilities. They can share notes on the texts through the platform and access notes made by previous users of the same textbooks. The note-sharing platform allows for highlighting, annotations, audio, video and search.
The Secret You Need to Know About Ebooks
BookBub, a daily email that alerts readers to free and deeply discounted ebooks that are available for a limited time.
To see today’s ebook deals, go to http://www.bookbub.com.
More on ebooks in this IMS blog:
excellent introduction to ebooks, ereaders and eformats here: