Working Document: Badging Professional Development Courses This working document captures and analyzes the most essential elements of existing 38.24 Professional Development courses in Madison College’s Continuing Education Department. Each section introduces the metadata captured in a final badge that verifies learning in the course, while aligning course competencies with the demands of the workforce.

 

The metadata behind the badge…

 

Contents

What  is  a  Digital  Badge?  ........................................................................................................................................................  5  

How  does  a  Digital  Badge  set  someone  apart?  .................................................................................................................  5  

To the Employer  .............................................................................................................................................................  5  

To the Student  ................................................................................................................................................................  5  

Learning  Objectives  and  Badges,  Fall  2014  Courses  ..............................................................................................................  6  

Process  for  Assigning  a  Badge  to  Existing  38.24  Course  Curriculum  .................................................................................  6  

Courses  with  Sufficient  Information  to  Begin  Badging  ......................................................................................................  9  

Course: Food Service Management 1  ..............................................................................................................................  9  

Course: Food Service Management II  ..............................................................................................................................  9  

Course: Medical Nutrition Therapy  ...............................................................................................................................  10  

Course: General Nutrition  .............................................................................................................................................  10  

Course: Healthcare Ethics  .............................................................................................................................................  10  

Course: Farm Management  ...........................................................................................................................................  11  

Course: Facebook and Other Social Media for Business  ................................................................................................  11  

Course: Grant Writing Essentials  ..................................................................................................................................  11  

Course: Dealing with Difficult People  ...........................................................................................................................  12  

Course: Time Management  ...........................................................................................................................................  12  

Course: Project Management  .........................................................................................................................................  13  

Course: Novel Publishing  ..............................................................................................................................................  13  

Course: Comic Book Penciling  ......................................................................................................................................  14  

Course: Comic Book and Graphic Novel  ......................................................................................................................  14  

Course Sequence: Foundations of Leadership  ...............................................................................................................  14  

Appendix  ..........................................................................................................................................................................  17  

Figure 1. Basic Curriculum Checklist for 38.24 Instructors  ............................................................................................  17  

Figure 3.1 Reviewing Curriculum to Populate Badge Metadata  ......................................................................................  19  

 

Figure 3. Rubric for Assessing Course Curriculum  ........................................................................................................  20  

Figure 4. Rubric for Assessing the Badge Earner  ...........................................................................................................  20  

Figure 5. Alternative Rubric to Assess the Badge Earner  ...............................................................................................  23  

 

Aligning non-cred i t t ra in ing wi th the demands o f the workforce and employers .

What i s a Dig i ta l Badge? Digital badges are online validations of learning experiences in the form of a symbolic image with embedded metadata. A digital badge’s metadata includes secure details about the badge’s criteria, evaluation process, and provides evidence of the learner’s work. Digital badges let learners share verifiable records of their skills and competencies with individuals via LinkedIn, Facebook, Twitter, email and other social media networks as well as within online portfolios. We believe individuals should be able to manage their own career and training journey in life. As a result, Madison College Continuing Education department is setting the new standard in continuing education across the country!

How does a Digital Badge set someone apart?

While transcripts and resumes are traditionally used to engage employers, they only tell part of each learner’s story. The metadata contained within a digital badge verifies the skill or knowledge that the learner is said to have while aligning student outcomes and accomplishments with the demands of the workforce. Those who have integrated digital badges into their education portfolios have created a powerful tool to unlock new employment and educational opportunities. Additionally, the system maintains our learners’ credentials [in the form of a streamlined, internal e-portfolio that aligns with each course’s assessment strategy] while providing our badge earners a vehicle to share their skills wherever and however they’d like.

Digi ta l Badge Bene f i t s

To the Employer

• Validates specific knowledge and skill sets • Provides reference point for continuing education

To the Student

• Method to share and inform key individuals of specific knowledge and skills • Validation of accomplishments

 

 

Learning Objec t ives and Badges , Fal l 2014 Courses

Process for Assigning a Badge to Existing 38.24 Course Curriculum

A. Review Existing Materials [Outline + Outcomes; Assessment Pieces, Handouts, Presentations]

a. Locate and identify course outcomes/objectives/competencies

i. Update/replace outcomes/objectives/competencies using Bloom’s Taxonomy descriptive

verbs.

a. Develop, revise, compose

b. Plan, formulate, collect

c. Build, propose, construct

d. Create, establish, prepare

e. Design, integrate, devise

f. Organize, modify, manage ii. A professional development course can be badged where there is evidence that students are

asked to synthesize, and “create new models using the learned information” as proof of

competence (see Figure 1, below).

b. Identify and make note of target population and pre-requisites that may inform the articulation of specific

and marketable skills

c. Analyze course assessments

i. What will the learner do to show he/she has achieved the competency (essay, project, presentation,

exam)i

ii. Is the assessment a deliverable that is tied to a marketable, industry-specific skill?

1. Look at typical job descriptions for how employers describe demanded skills

2. Look at how professional organizations/associations describe demanded skills

3. Gain instructor/expert approval of Badge language

 

B. Evaluate information

Figure 1 . Procedure fo r Curr i cu lum Rev i ew

C. Assign appropriate Assessment Strategy/Deliverable/Artifact/Proof of Competence

D. Assign appropriately titled Badge in accordance with marketable skills

Learning  Objectives  • Instructor-­‐provided  • Industry-­‐speci2ic  and  

Marketable  • Evidence  of  Rigorous  Content  (Higher  Order  

Thinking)  

Assessments  • Instructor  assignments  • Product  of  learning/

Deliverables  

Aligned  with  Industry  Standards  • Employers  

• Professional  Associations  • LinkedIn  Skills  and  

Standards  

 

E. Curriculum Review results in the following metadata to be supplied to the Badge awarding committee:

a. Learning Objectives [Criteria and Industry Standards]

b. Target and Pre-requisites [Description]

c. Assessment Strategy- In what format, and to what extent, will the learner prove competence in pre-defined

industry standards? [Evidence and Industry Standards]

 

 

Courses with Sufficient Information to Begin Badging

Course: Food Service Management 1 Learning Objectives:

• Collect information to determine Client/Resident Preferences • Co-construct Patient/Client- specific Menus • Modify/recommend cooking Procedures • Manage/recommend equipment Needs/Training

Target Population: Pre-requisites: Assessment Strategy: Infographic: Badge: Managing Client Needs in Food Service Learning Objectives:

• Prepare Standardized Recipes • Forecast Amounts of Food • Determine Amount to Purchase • Receive, Store, and Distribute Food Supplies & Equipment • Verify Quality

Infographic: Target Population: Pre-requisites: Assessment Strategy: Badge: Managing Logistics in Food Service

Course: Food Service Management II Learning Objectives:

• Interpret An Organization Chart • Investigate Safety & Productivity • Maintain Department Budget • Implement Cost Effective Procedures • Manage Revenue Generating Services • Coordinate department services

Target Population:

 

Pre-requisites: Assessment Strategy: Student developed and submitted multiple food service plans and reports, each of which accommodate for diverse organizational and community needs. Infographic: Badge: Leadership for the Food Services

Course: Medical Nutrition Therapy Course: General Nutrition Learning Objectives:

• Documentation of Food Preferences and Diverse Customs • Identify Basic Nutrition Concepts • Use Basic Nutrition Principles • Describe The Process of Digestion • Identify Functions of Vitamins

Target Population: Pre-requisites: Assessment Strategy: Student successfully researched and submitted three written solutions to multiple case studies, as well as one modified menu. Infographic: Badge: Food Science Learning Objectives:

• Identify Healthy Eating Patterns and Obesity and Health and Educate Others in Nutrition Infographic: Target Population: Pre-requisites: Assessment Strategy: Student successfully conducted research, wrote and submitted one original essay about eating disorders or obesity in America, and properly demonstrated an understanding of the specialized nutrition needs of various customer groups Assessment Strategy: Student submitted an original audiovisual presentation demonstrating competence to teach basic nutrition concepts to a targeted audience. Badge: Eating Patterns in America

Course: Healthcare Ethics Learning Objectives:

• Define ethics and identify examples of ethical choices from learners’ past experiences • Review National Council on Interpreting in Heath Care (NCIHC) Code of Ethics • Analyze principles of the Code of Ethics and present to your peers • Apply the NCIHC Code of Ethics to ethical scenarios/dilemmas • Brainstorm possible actions to take based on NCIHC Code of Ethics

 

• Analyze the potential positive and negative consequences of actions • Review the importance of self-care

Target Population: Pre-requisites: Assessment Strategy: Infographic: Badge: Applied Healthcare Ethics

Course: Farm Management Learning Objectives:

• Create farm business plans. • Plan for operation and maintenance of farm facilities and equipment. • Apply marketing principles to agricultural enterprises.

Target Population: Pre-requisites: Assessment Strategy: Infographic: Badge:

Course: Facebook and Other Social Media for Business Learning Objectives:

• Understand how a marketing and public relations campaign is created and where social media fits in. • Understand how to identify and segregate internal and external audiences as they relate to a business or

campaign. • Demonstrate strategic thinking skills while executing social media tactics. • Understand how to create and write out a marketing/PR plan. • Understand in depth how to use Facebook as a tool for business

Assessment Strategy: Students will examine case studies and create a campaign based on a real-life client. Infographic: Target Population: Pre-requisites: Badge: Social Media Marketing

Course: Grant Writing Essentials Learning Objectives:

• Explain the basic grant writing process. • Explain the purpose and use of six-core grant components-abstract, statement of need, background information,

outcome/activity statement(s), budget, and evaluation. • Explain how to locate and “match” your needs to funding sources (Grant Makers) appropriate for your organization.

 

• Explain how to write an effective abstract (executive summary). • Explain how to write a persuasive needs statement and use references to document assertions. • Explain how to write a descriptive outcome and activity statement(s) describing the impact of the grant and what will

be done to achieve results. • Explain how to write a basic budget that describes the anticipated costs of the grant. • Explain how to write a basic evaluation plan for a grant proposal. • Explain how two basic letters (cover letter and letter of inquiry) are constructed and used in the grant writing process. • Explain how to write an organizational profile to summarize an organization’s background information. • Explain how grant reviewers use rating systems to review and make funding decisions for grants.

Target Population: Pre-requisites: Assessment Strategy: Students will effectively write a hypothetical grant application including a request/ask, thank you note and cover letter. Infographic: Badge: Grant Writing

Course: Dealing with Difficult People Learning Objectives:

• Recognize and describe the characteristics of a bad attitude. • Understand how negativity impacts relationships and performance. • Assess a challenging situation and determine an appropriate strategy. • Utilize a 5-step process for dealing with difficult people. • Identify the reason(s) for someone’s poor performance. • Develop potential solutions for resolving a problem. • Regain your positive attitude about the other person or situation. • Manage conflict with confidence, resulting in a positive outcome.

Target Population: Pre-requisites: Assessment Strategy: Infographic: Badge:

Course: Time Management Learning Objectives:

• Assess personal use of time • Understand benefits/outcomes of effective time management • Understand concepts of effective time management

 

• Apply effective time management to a personal case study • Understand communication practices that facilitate effective time management • Become familiar with tools used to facilitate effective time management

Target Population: Pre-requisites: Assessment Strategy: Students well develop a Goal Setting Worksheet tailored to their personal or professional needs. Infographic: Badge: Time Management

Course: Project Management Learning Objectives:

• Develop a project plan using Microsoft Project • Develop functional requirements and identify scope • Develop work breakdown structures and statement of work • Prepare project plan estimates • Develop resource allocation models

Target Population: Pre-requisites: Assessment Strategy: Students will create and present a project plan using Microsoft Project, in a shareable and professional format. Infographic: Badge: Project Management Fundamentals

Course: Novel Publishing Learning Objectives:

• Use word processing applications to format margins, page numbers and headers. • Style a manuscript using your own book or a sample book. • Use formatting techniques for ebook. • Compare and contrast publishers: traditional, vanity, and print on demand/self-publishing. • Identify the type of publisher to use for your book submission. • Draft a query letter for the purpose of attaining an agent, publisher, or retailer. • Identify ways to use social media to market your book

Target Population: Pre-requisites:

 

Assessment Strategy: Students will learn how to format a manuscript to meet specifications for publishing a book in print or as an ebook. Infographic: Badge:

Course: Comic Book Penciling Learning Objectives:

• Draw dynamic figures in motion and at rest • Breakdown pages of a script for visual pacing • Design comic book pages using thumbnail sketches • Pencil full-size pages based on your thumbnail designs • Create several pages of finished comic book pencils

Target Population: Aspiring artists, professional artists interested in expanding repertoire Pre-requisites: Assessment Strategy: Students will learn how to create their own comic book art. Infographic: Badge:

Course: Comic Book and Graphic Novel Learning Objectives:

• Develop Silhouette studies for interesting character design shapes • Learn to use Action Lines to create movement and attitude in your characters • “Build-up” character drawings using correct proportion and constructive anatomy • Add personality and expression to your characters • Execute some of these skills using Adobe Photoshop

Target Population: Aspiring artists, professsional artists interested in expanding repertoire Pre-requisites: Assessment Strategy: Students will learn how to create their own comic book art. Infographic: Badge:

Course Sequence: Foundations of Leadership Learning Objectives:

• Achieve results through others by building strong interpersonal relationships. • Plan for successful interactions with team members─in person and virtually. • Provide meaningful, supportive feedback that

motivates team members and helps individuals improve their performance. • Impact business outcomes by consistently meeting the personal and practical needs of others.

 

Badge:  Strategic  Communication  in  the  Workplace  

Learning Objectives:

• Reduce the damaging effects of workplace conflict on individuals, groups, and the organization. • Effectively address workplace conflict and enhance productivity, efficiency, and morale. • Help others take responsibility for resolving their own conflicts. • Promote a culture of trust and mutual respect within their work group.

Badge: Resolving Workplace Conflict

Learning Objectives:

• Achieve key business results by leveraging the entire team’s abilities. • Build the team’s capabilities and capacity through developmental delegations. • Free up time to focus on mission-critical responsibilities. • Delegate with increased confidence.

Badge: Delegating With Purpose

Learning Objectives:

• Increase the agility and impact of their coaching. • Make the most of each coaching opportunity. • Provide input to help team members gain timely insights into their work. • Enhance the confidence and competence of their staff on an ongoing basis. • Build an engaged workforce that feels challenged and valued.

Badge: Coaching for Peak Performance

• Ensure direct reports take a more active role in managing their performance. • Manage performance on an ongoing basis while working within the organization's time parameters for goal setting

and performance reviews. • Provide the ongoing coaching and feedback your direct reports need to achieve their goals. • Increase your direct reports' confidence and commitment to their own success.

Badge: Setting Goals and Reviewing Results Course: Home Decorating I

• Demonstrate understanding of architectural scales • Demonstrate an understanding of residential floor plan documentation

 

• Apply standard drawing communication methods to sketched floor plans • Understand how to accurately measure existing interior field conditions • Identify client space needs and room function • Create appropriate furniture layouts to meet client wants and needs • Discuss space planning applications for home staging

Assessment Strategy: Draw an elevation of one wall of their existing floor plan and complete a furniture plan of their existing room

Badge: Home Decorating (part of a certificate) Course: Decorating Styles

• Study historical furniture styles • Study contemporary furniture styles • Identify home decorating styles • Apply historical furniture and decorating style influences

Badge: Decorating Styles for Home Decorating Professionals

 

Appendix

Figure 1. Basic Curriculum Checklist for 38.24 Instructors

Curri cu lum Checkl i s t Please utilize this checklist to verify that you have completed and turned in all the required curriculum for this class. Return items to Lesley Voigt (above).

Course Name: ______________________________________________

Creator: ______________________________________________

REQUIRED ITEMS

Turned In Item Document

1. Course Outline with Objectives

2. PPT/Prezi/Etc… or outline of presentation for each class meeting (modules) with notes

3. Assessments with associated rubrics to validate learner success 4. Participant Hand-out(s) (different than PPT slides)

 

Figure 2. Using Bloom’s Taxonomy to Review Course Outline and Objectives

Learning and Badges

Blo

om

’s T

axo

no

my

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Learner has proof, certified by a recognized institution, of ‘ability to create’ according to industry standards.

Higher Order Thinking

Lower Order Thinking

 

Figure 3. Reviewing Curriculum to Populate Badge Metadata The metadata contained within a digital badge verifies the skill or knowledge that the learner is said to have while aligning student outcomes and accomplishments with the demands of the workforce. Badges are proof of what we want our education systems to produce- praxis.

Badge Name Assigning a Badge name can take place at any time during the review of course materials process. The Badge should reflect cogent, marketable skills that are in alignment with the demands of the workforce. Description The Badge description is a reflection of the course that allowed for student to earn this badge. Criteria The criteria for the Badge are the course’s learning outcomes and projected competencies, and to what level and quality these competencies should be achieved, in order to earn the badge. Outcomes are goals that refer to a destination rather than the path taken to get there, while competencies refer to a skills-based approach to professional development coursework. The criteria are predictive of the assessment strategy that is integrated into the course curriculum, and should require learners to think and act creatively to ensure a high transfer of skills to the workforce. Issuer Madison College Continuing Education certifies all Badges are given to students who are able to perform skills. Evidence Each badge is awarded to students who have hard evidence, in the form of a portfolio piece (see examples below) of their competence in the badged skillset. Date Issued Standards These are the specific targets against which we gauge success in achieving an outcome. Standards might be determined through the use of a rubric or checklist.

 

Figure  4.  Rubric  for  Assessing  Course  Curriculum    

Do the course outline and learning objectives lay out an opportunity for students to engage in higher order thinking at the Create/Synthesis level?

 

Thoroughly = 4 points

Competencies Evidence of opportunity to develop marketable skills through: develop, revise, compose, plan, formulate, collect, build, propose, construct, create, establish, prepare, design, integrate, devise, organize, modify,

manage

Evidence Students are given an industry appropriate project that calls for the “creation of new models using the learned information” as proof of competence. The final deliverable product is directly related to the skills

associated with the awarded badge. Criteria Courses are designed so that professional level learning is facilitated, with evidence.

 

Figure 5. Central items and language for Course Assessment Strategy

 

Figure 6. Rubric to Assess the Badge Earner

Can the Professional/Learner demonstrate (with proof) professional-level competence in alignment with the professional badge?

 

Thoroughly = 4

Product Completion Student has created an industry appropriate project using the learned information from the course. Student is able to use the deliverable as proof of competence in the marketable skills that are directly related to the awarded badge.

Demonstrate Competence at the Professional Level (Create/Synthesis)

The work demonstrates surprising/insightful ability to take ideas / theories / processes / principles further into new territory, broader generalizations, hidden meanings and implications as well – as well as to assess discriminatively the value, credibility and power of these ideas (etc.) in order to decide on well-considered choices and opinions.

 

Figure 7. Detailed Rubric to Assess the Badge Earner Faculty comfortable with Bloom's taxonomy of the cognitive domain might prefer to use or modify this rubric from North Hennepin Community College to evaluate the thinking displayed by students in their essays, projects, presentations, performances, portfolios, and other tasks: Taken from: http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html

CATEGORY ONE: KNOWLEDGE AND COMPREHENSION (understanding the basics) 4—The work consistently demonstrates clear, accurate, detailed and comprehensive understanding of the relevant facts / data / theories/ terms as well as the ability to organize the information for application, presentation, documentation, and/or further examination. 3--The work demonstrates an adequate understanding of the relevant facts / data / theories/ terms as well as the ability to organize the information for application, presentation, documentation, and/or further examination 2-- The work demonstrates an uneven and shaky understanding of the relevant facts / data / theories/ terms as well as a limited ability to organize the information for application, presentation, documentation, and/or further examination. 1-- The work demonstrates an inadequate understanding of the relevant facts / data / theories/ terms as well as a limited ability to organize the information for application, presentation, documentation, and/or further examination. CATEGORY TWO: APPLICATION AND ANALYSIS (attaining the concept) 4—The work demonstrates confident ability to work with the key concepts / information / process / theory -- applying or extending them to a wide variety of new problems, or contexts, making predictions, recognizing hidden meanings, drawing inferences, analyzing patterns and component parts, communicating insightful contrasts and comparisons. 3--The work demonstrates adequate ability to work with the key concepts / information / process / theory -- applying or extending them to a variety of new problems, or contexts, making predictions, recognizing hidden meanings, drawing inferences, analyzing patterns and component parts, communicating insightful contrasts and comparisons. 2-- The work demonstrates uneven and shaky ability to work with the key concepts / information / process / theory -- applying or extending them with mixed success to new problems, or contexts, making predictions, recognizing hidden meanings, drawing inferences, analyzing patterns and component parts, communicating insightful contrasts and comparisons. 1-- The work demonstrates extremely limited ability to work with the key concepts / information / process / theory -- applying or extending them with very limited success to new problems, or contexts, making predictions, recognizing hidden meanings, drawing inferences, analyzing patterns and component parts, communicating insightful contrasts and comparisons.

 

à CATEGORY THREE: SYNTHESIZING AND EVALUATING (going beyond the given) 4—The work demonstrates surprising/insightful ability to take ideas / theories / processes / principles further into new territory, broader generalizations, hidden meanings and implications as well – as well as to assess discriminatively the value, credibility and power of these ideas (etc.) in order to decide on well-considered choices and opinions. 3-- The work demonstrates adequate ability to take ideas / theories / processes / principles further into new territory, broader generalizations, hidden meanings and implications as well – as well as to assess discriminatively the value, credibility and power of these ideas (etc.) in order to decide on well-considered choices and opinions. 2-- The work demonstrates uneven and superficial ability to take ideas / theories / processes / principles further into new territory, broader generalizations, hidden meanings and implications as well – as well as a limited ability to assess discriminatively the value, credibility and power of these ideas (etc.) in order to decide on well-considered choices and opinions. 1-- The work demonstrates little ability to take ideas / theories / processes / principles further into new territory, broader generalizations, hidden meanings and implications as well – as well as a limited and superficial ability to assess discriminatively the value, credibility and power of these ideas (etc.) in order to decide on well-considered choices and opinions.

                                                                                                               • http://www.pedagogyunbound.com/tips-index/2013/8/14/use-blooms-taxonomy-to-set-assignment-objectives • If an instructor uses technology/media: http://www.educatorstechnology.com/2014/03/a-new-fantastic-blooms-taxonomy-wheel.html • http://storybird.com/books/blooming-questions/ • Retrieved from http://www.clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml September 11, 2014 • Definition from WIDS online description of an “Outline of Instruction Checklist”: http://madisoncollege.edu/in/outline-instruction