Credly Badges Now Available Through Canvas
By Rhea Kelly 01/09/17
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.
more on badges in this IMS blog
more on mlearning
in this IMS blog
Badging: Not Quite the Next Big Thing
While badging and digital credentialing are gaining acceptance in the business world and, to some extent, higher education, K-12 educators — and even students — are slower to see the value.
By Michael Hart 07/20/16
That’s when the MacArthur Foundation highlighted the winning projects of its Badges for Lifelong Learning competition at the Digital Media and Learning Conference in Chicago. The competition, co-sponsored by the Bill & Melinda Gates Foundation and the Mozilla Foundation, had attracted nearly 100 competitors a year earlier. The winners shared $2 million worth of development grants.
Evidence of Lifelong Learning
A digital badge or credential is a validation, via technology, that a person has earned an accomplishment, learned a skill or gained command of specific content. Typically, it is an interactive image posted on a web page and connected to a certain body of information that communicates the badge earner’s competency.
Credly is a company that offers off-the-shelf credentialing and badging for organizations, companies and educational institutions. One of its projects, BadgeStack, which has since been renamed BadgeOS, was a winner in the 2013 MacArthur competition. Virtually any individual or organization can use its platform to determine criteria for digital credentials and then award them, often taking advantage of an open-source tool like WordPress. The credential recipient can then use the BadgeOS platform to manage the use of the credential, choosing to display badges on social media profiles or uploading achievements to a digital resume, for instance.
Finkelstein and others see, with the persistently growing interest in competency-based education (CBE), that badging is a way to assess and document competency.
Colorado Education Initiative, (see webinar report in this IMS blog http://blog.stcloudstate.edu/ims/2016/06/20/colorados-digital-badging-initiative/)
There are obstacles, though, to universal acceptance of digital credentialing.
For one, not every community, company or organization sees a badge as something of value.
When a player earns points for his or her success in a game, those points have no value outside of the environment in which the game is played. For points, badges, credentials — however you want to define them — to be perceived as evidence of competency, they have to have portability and be viewed with value outside of their own environment.
More on badges in this IMS blog:
Bryan Alexander Webinar; Learners and their Learning Process
AAEEBL is very lucky to have Bryan Alexander for our first webinar of 2016. He is a consultant to the world on how to understand technology and its effects on learning and education. One of the creators of the MOOC idea — the interactive, social form of MOOC — he is a strong contributor to innovations in education and also a wonderfully engaging speaker.
His topic is “Learners and Their Learning Process.” He will talk for 20 minutes and then will open the webinar to discussion (audience uses chat; Bryan responds in voice) for the last 30 minutes of the Webinar. Trent Batson will serve as moderator.
The webinar is free but you must register to attend.
For a Better Flip, Try MOOCs
by “MOOC-ifying” the large course, she was able to offer more in-class activities and standardize the student experience across sections.
Institutional MOOC strategies in Europe
Status report based on a mapping survey conducted in October-December 2014
Institutional_MOOC_strategies_in_Europe (link to the PDF doc)
Programme manager EADTU
Coordinator OpenupEd, HOME and SCORE 2020
Robert Schuwer Expert Open Education Professor
OER, Fontys University of Applied Sciences, Eindhoven, Netherlands EADTU,February 2015 ISBN
nstitutional profile in their MOOC offering compared between that of US survey (US 2013
S 2014) and this survey (EU 2014)
p. 11 What is a MOOC?
It is important to note that MOOCs remain relatively poorly defined. MOOCs can be seen as a term or word related to the scalability of open and online education. Some even argue that it is a political
instrument and as such a concept that should be broadly defined.
MOOCs are “online courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free”.
More on MOOC in this IMS blog:
MOOC promoters continually claim that their products provide technologies that have never appeared in face-to-face classrooms. While I don’t disagree that my courses have lacked fun ways to draw molecules (because I teach in the humanities), I do find their insistence that traditional higher ed lacks technological advances to be odd. If you took the MOOC prophets seriously, it would seem that all real-time professors do is lecture to bored students. – See more at: https://chroniclevitae.com/news/768-teaching-and-the-university-of-tomorrow#sthash.RuCJxbAU.dpuf
What I believe Kelly Backer [intentionally?] misses to say is that MOOC claims to be progressive, meaning “a new mode/model” of teaching, but it relays on the old (from medieval times) values: the attempt to put “skin in the game” or pay for certificates, fails, since, according to Backer, the employers don’t care about those certificates. It is not sufficient to “move” the teaching process in the “future,” if the evaluation process remains in the medieval terms.
Adobe Connect webinar: https://desire2learn.adobeconnect.com/_a707373752/p1sx4w2gfir/?launcher=false&fcsContent=true&pbMode=normal
1. Build personal knowledge base in web accessibility for each participant
2. Create Accessible images, diagrams and charts
3. same for audio and video
4. same for HMTL content
5. same for other formats (PDF, Word, PPT)
MIT recently released its final report on what the school’s future will look like, education-wise.
As with any disruptive technology, MOOCs have been viewed with enthusiasm in many quarters and skepticism in some. However, the underlying facts are inarguable: that the rising cost of education, combined with the transformative potential of online teaching and learning technologies, presents a long-term challenge that no university can afford to ignore.
MOOC and Libraries
New ACRL Discussion Group—Library Support for MOOCs
Libraries in the Time of MOOCs
issues related to MOOCs, such as intellectual property rights, privacy issues, and state regulations.
MOOCs have arrived on the scene at a time when many institutions of higher learning are in extreme financial crisis
OCLC conference, “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? http://www.oclc.org/research/events/2013/03-18.html
The MOOC movement might change this copyright-ownership contract between university and faculty.
Stephens, M. m., & Jones, K. L. (2014). MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU’s First Not-for-Credit MOOC. Journal Of Education For Library & Information Science, 55(4), 345-361.
xMOOCs. Using centralized learning platforms (e.g., Coursera),they emphasize individual learning usingautomated assessment tools.In contrast, cMOOCs stress the relationship between course content and a community of learners. Social learning, in thecase of cMOOCs, is emphasized through uses of distributed tools (e.g., a combination of a course site, student blogs, andsocial etworking sites) to build networks of knowledge and learners. Unlike their xMOOC counterparts, the role of an in istructor in a cMOOC is to be a “guide on the side,” a facilitator of the knowledge making process who uses connectivist learning theory (Siemens, 2004; Siemens,2012)
Learning 2.0 programs, also known as“23 Things,” have offered online technology-focused professional development for library staff and could be considered an early version of LIS-focused MOOCs (Stephens, 2013a). Utilizing concepts such as self-directed learning, play, and an emphasis on lifelong learning, these programs have been offered for individual libraries as well as consortial and state level iterations to reach thousands of library staff.
The course structure of the MOOCversion of the HL incorporated content updated from the SLIS course by the coinstructors. Ten modules were scheduled over a twelve-week “semester.” Students
could earn a certificate of completion, if they finished three of five artifact-based assignments of their choosing, in addition to blogging and participating in an end-of-course virtual symposium. The weekly schedule is available in Appendix A, and assignment descriptions are available in Appendix B
utilizing concepts such as self-directed learning, play, and an emphasis on lifelong learning, these programs have been offered for individual libraries as well as consortial and state level iterations to reach thousands of library staff. Benefits to staff include increased comfort with emerging technologies and an increased desire to continue learning (p. 348).