Posts Tagged ‘badges’
Girl Scouts to Earn Badges in Cybersecurity
The education program is being developed in a partnership between the Girl Scouts and Palo Alto Networks. Jun 23, 2017
The education program, which aims to reach as many as 1.8 million Girl Scouts in kindergarten through sixth grade, is being developed in a partnership between the Girl Scouts and Palo Alto Networks, a security company, the organization said in a press release.
more on cybersecurity in this IMS blog
University of Michigan Commercializes Gameful Learning Tool
By Rhea Kelly 06/20/17
GradeCraft, the software uses gaming elements such as competition, badges and unlocks to help students progress through their courses.
GradeCraft was co-developed in 2012 by Barry Fishman, professor at the University of Michigan’s Schools of Information and Education, and Caitlin Holman, doctoral candidate in the School of Information and lead software developer at Office of Academic Innovation‘s Digital Innovation Greenhouse. The project was recognized with a Campus Technology Innovators award in 2016.
The University of Arizona has become one of the first universities to purchase a site license for GradeCraft.
more on gamification in education in this IMS blog
What You Need to Know About Microcredentials
ELI Online Event | July 12, 2017 | Noon–4:00 p.m. (ET)
One in five colleges have issued digital badges, according to a recent survey.* Today, all kinds of organizations, from higher education institutions to professional associations to employers, are issuing digital microcredentials. Are you?
Join us for “Microcredentials and Digital Badging in Higher Education,” where expert presenters from various higher education, industry, and government fields will explore today’s issues. Here are just a few highlights:
Join us for an introductory webinar, “Alternative Credentialing in Higher Education,” on July 10. Both events are free and open to all EDUCAUSE members (available to purchase for nonmembers).
Register Now →
more about badges and microcredentials
International Benchmarks for Academic Library Use of Bibliometrics & Altmetrics, 2016-17
ID: 3807768 Report August 2016 115 pages Primary Research Group
The report gives detailed data on the use of various bibliometric and altmetric tools such as Google Scholar, Web of Science, Scimago, Plum Analytics
20 predominantly research universities in the USA, continental Europe, the UK, Canada and Australia/New Zealand. Among the survey participants are: Carnegie Mellon, Cambridge University, Universitat Politècnica de Catalunya the University at Albany, the University of Melbourne, Florida State University, the University of Alberta and Victoria University of Wellington
– 50% of the institutions sampled help their researchers to obtain a Thomsen/Reuters Researcher ID.
ResearcherID provides a solution to the author ambiguity problem within the scholarly research community. Each member is assigned a unique identifier to enable researchers to manage their publication lists, track their times cited counts and h-index, identify potential collaborators and avoid author misidentification. In addition, your ResearcherID information integrates with the Web of Science and is ORCID compliant, allowing you to claim and showcase your publications from a single one account. Search the registry to find collaborators, review publication lists and explore how research is used around the world!
– Just 5% of those surveyed use Facebook Insights in their altmetrics efforts.
more on altmetrics in this IMS blog
NMC Horizon Report > 2017 Library Edition
PDF file 2017-nmc-horizon-report-library-EN-20ml00b
p. 26 Improving Digital Literacy
As social networking platforms proliferate and more interactions take place digitally, there are more opportunities for propagation of misinformation, copyright infringement, and privacy breaches.
p. 34 Embracing the need for radical change
40% of faculty report that their students ” rarely” interact with campus librarians.
Empathy as the Leader’s Path to Change | Leading From the Library, By October 27, 2016, http://lj.libraryjournal.com/2016/10/opinion/leading-from-the-library/empathy-as-the-leaders-path-to-change-leading-from-the-library/
Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.
Leadership in disruptive times, James M. Matarazzo, Toby Pearlstein, First Published September 27, 2016, http://journals.sagepub.com/doi/full/10.1177/0340035216658911
What is library leadership? a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.
Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:
Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.
Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.
p. 36. Developments in Technology for Academic and Research Libraries
- consumer technologies
- Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching, learning, research and information management, whether inside or outside the library. Effective Digital strategies can be used in both information and formal learning; what makes them interesting is that they transcended conventional ideas to create something that feels new, meaningful, and 21st century.
- enabling technologies
this group of technologies is where substantive technological innovation begins to be visible.
- Internet technologies.
- learning technologies
- social media technologies. could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category. As well-established as social media is, it continues to evolve at a rapid pace, with new ideas, tools, and developments coming online constantly.
- Visualization technologies. from simple infographics to complex forms of visual data analysis. What they have in common is that they tap the brain’s inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. These technologies are a growing cluster of tools and processes for mining large data sets, exploring dynamic processes, and generally making the complex simple.
p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists
p. 40 Digital Scholarship Technologies
digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.
p. 42 Library Services Platforms
Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.
p. 44 Online Identity.
incorporated the management of digital footprints into their programming and resources
simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.
Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.
p. 46 Artificial Intelligence
p. 48 IoT
beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.
students and their computer science professor have partnered with Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space
more on Horizon Reports in this IMS blog
per Tom Hergert (thank you)
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
Directions to connect via Zoom Meeting:
Join from PC, Mac, Linux, iOS or Android: https://zoom.us/j/8128701328
Or iPhone one-tap (US Toll): +14086380968,8128701328# or +16465588656,8128701328#
Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)
Meeting ID: 812 870 1328
International numbers available: https://zoom.us/zoomconference?m=EedT5hShl1ELe6DRYI58-DeQm_hO10Cp
Notes from the webinar
Technology, Knowledge and Learning
14th International Conference on Cognition and Exploratory Learning in Digital Age 2017 18 – 20 October Vilamoura, Algarve, Portugal
learning is a process, not a product.
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
IM554 discussion on Game Based Learning
Here is the “literature”:
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re
Here are also Slideshare shows from conferences’ presentations on the topic:
Topic :Gaming and Gamification in Academic Settings
- Intro: why is it important to discuss this trend
- The fabric of the current K12 and higher ed students: Millennials and Gen Z
- The pedagogical theories and namely constructivism
- Csikszentmihalyi’s “flow” concept (being in the zone)
- Active learning
- Sociocultural Theory
- Project-Based Learning
- The general milieu of increasing technology presence, particularly of gaming environment
- The New Media Consortium and the Horizon Report
Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?
- Definition and delineation
- Serious Games
- Game-based learning
- Digital game-based learning
- Games versus gamification
- Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )
Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?
- Gaming and Gamification
Discussion: Which side are you on and why?
- Gaming and Gamification and BYOD (or BYOx)
- gaming consoles versus gaming over wi-fi
- gaming using mobile devices instead of consoles
- human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )
Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?
- Gaming in Education
- student motivation, student-centered learning, personalized learning
- continued practice, clear goals and immediate feedback
- project-based learning, Minecraft and SimCity EDU
- Gamification of learning versus learning with games
- organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
- the “chocolate-covered broccoli” problem
Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?
- Gaming in an academic library
- why the academic library? sandbox for experimentation
- the connection between digital literacy and gaming and gamificiation
- Gilchrist and Zald’s model for instruction design through assessment
- the new type of library instruction:
in house versus out-of-the box games. Gamification of the process
Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?
- Gaming, gamification and assessment (badges)
- inability of current assessments to evaluate games as part of the learning process
- “microcredentialing” through digital badges
- Mozilla Open Badges and Badgestack
Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?
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
High Impact ePortfolio Practice and the New Digital Ecosystem
A regional ePortfolio conference jointly sponsored by AAEEBL, City University of New York and Pace University, ReBundling Higher Education will offer sessions that highlight best practices, evidence of impact, and exciting innovations.
In March, 2017, the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), the City University of New York (CUNY) and Pace University invite you to a conference exploring and discussing ePortfolio practice and its role in the future of higher education. Use the links above to review the Call for Proposals (which outlines the themes of the conference), to register for the conference or to submit a proposal.
Call for Proposals
Conference proposals are due Dec. 2, 2016, and notification will take place by January 15, 2017.
Special note: Due to recent budget cuts to NYC area colleges, registration fees will be kept to a minimum for this conference. Students (graduate or undergraduate) will be admitted free, and registration for all others will be $25, payable at the door.
more on eportfolio in this IMS blog:
more on badges in this IMS blog:
An LMS to Support ‘Gameful’ Learning
Seeking to bring the qualities of well-designed games to pedagogical assessment, the University of Michigan created a learning management system that uses gaming elements such as competition, badges and unlocks to provide students with a personalized pathway through their courses.
By David Raths 08/24/16
UM School of Information and School of Education
a new type of learning management system called GradeCraft. GradeCraft borrows game elements such as badges and unlocks to govern students’ progress through a course. With unlocks, for example, you have to complete a task before moving to the next level.
Written in Ruby on Rails and hosted on Amazon Web Services, GradeCraft was created by a small team of students and faculty with additional software support from Ann Arbor-based developer Alfa Jango. Their work received support from UM’s Office of Digital Education and Innovation and the Office of the Provost. GradeCraft can work as a stand-alone platform or in conjunction with a traditional LMS via the LTI (Learning Tools Interoperability) protocol.
Here is how it works: Instructors create a course shell within GradeCraft (similar to the process with any LMS). Students use a tool called the “Grade Predictor” to plan a personalized pathway through the course, making predictions about both what they will do and how they will perform. When assignments are graded, predictions turn into progress; students are then nudged to revisit their semester plan, reassessing what work is available and how well they need to do to succeed overall. Students are able to independently choose an assessment pathway that matches their interests within the framework of learning objectives for the course.
more on LMS in this blog
more on gaming in this blog
more on badges in this blog