nate otto dpd project methods presentation - open badges in education workshop

Design Principles for Badge Systems

Design Principles Documentation Project

Open Badges in Education Workshop 17 August 2014

Nate Otto Indiana University

Thanks to:

A METHOD FOR STUDYING DIGITAL BADGE SYSTEMS

Design Principles

h"p://bit.ly/dpd-­‐methods    

Design Principles Documentation

Project http://dpdproject.info

Design Principles Documentation Project

Rebecca Itow

Cindy Ahonen

Katerina Schenke

CathyTran

NateOtto

Christine Chow

Daniel T. Hickey

Principal Investigator

Design Principles Documentation Project

Goal: To find out how organizations are using digital badges in learning programs.

Design Principles Documentation Project Four functions of digital badge systems

• Recognizing Learning • Assessing Learning • Motivating Learning • Studying Learning

Pulling  apart  different    func1ons  of  badge  systems.  

Badge systems are collections of practices that serve a variety of functions.

Intended Practice

Enacted Practice

Formal Practice

Evolution of a Practice

Original design

As first implemented

Continuing practice

BUILDING BADGE SYSTEMS

We studied programs that were

DESIGNING, ENACTING, AND FORMALIZING PRACTICES TO BUILD BADGE SYSTEMS

We studied programs that were

Design Principles Documentation Project Four functions of digital badge systems

• Recognizing Learning • Assessing Learning • Motivating Learning • Studying Learning

For each of these categories, we identified general design principles.

Sort Identified Practices Draft Initial Principles Formalize General Principles Bookmark Research

Emergence of Badge Design Principles

Level badges

Provide routes or pathways

1 General Principle 2 Specific Principles 18 practices across 30 projects

(As implemented in project contexts)

“Levels of

Participation and Achievement”

-Intel

“Hierarchical Quest Paths” –NOAA

Planet Stewards

General  and  Specific  Principles:  Recognizing  Learning  • Align  badges  to  standards  (23)  

– Use standards internal to community (3) – Use national or international standards (12) – Use community and national/international standards (8)

• Use  badges  to  map  learning  trajectory  (18)  

– Level badges (11) – Provide routes or pathways (7)

• Have  experts  issue  badges  (15)  – Credentialed via external accredited entity (8) – Credentialed via community (2) – Credentialed via accredited entity and community (5)

•  Seek  external  backing  (15)  –  Externally  endorsed  (8)  –  Externally  valued  (7)    

•  Recognize  diverse  learning  (10)  •  Use  badges  as  a  means  of  external  

communica1on  of  learning  (11)  •  Determine  lifespan  of  badges  (7)  

–  Never  expires  (7)  –  Requires  renewal  or  upgrading  (0)  

•  Recognize  educator  learning  (7)  •  Award  formal  academic  credit  for  

badges  (3)  •  Promote  discovery  (7)  

–  Discover  learning  opportuniHes  (5*)  

–  Discover  learners  (2*)  

Tracking principles across 3 phases

Intended – Enacted – Formal

WHAT CAN WE LEARN? By identifying design principles

What projects have similar practices, even across different contexts?

What projects have similar practices, even across different contexts?

Which principles were easy to enact? Which were hard? (Identify common challenges)

What projects have similar practices, even across different contexts?

Which principles were easy to enact? Which were hard? (Identify common challenges)

What contextual factors affected which principles were enacted?

Thank you for listening! Questions?

http://dpdproject.info

(for more info)

Nate  O"o  Project  Coordinator  

Design  Principles  DocumentaHon  Project  Indiana  University  

@o"onomy