Download - Open Badges for Higher Education
Open BadgesMaking Learning
VisibleHigher Education Version
March 8, 2015
Don PresantPresentation support page:
http://bit.ly/openbadges4he
Education à la carte“She’s come undone...”
www.udacity.com/nanodegree
The PhD Employment GapExpectation meets reality
conferenceboard.ca
“The problem is threefold: attitude, employability, and job searching skills.”
academica.ca
BUT...“Knowledge is not enough”
NEW RESOURCES:
PSE: 39.4%
Where are Canada’s PhDs Employed?
“The Ones That Got Away”Study: completion stats miss the point!
WestEd Slideshare
Key Findings about non-completion of
programs:
1. Many non-completers had significant earnings
gains
2. Economic value: content vs. credential
3. Non-completers are “non-traditional” students
4. Unknown factor: value of 3rd party credentials
Gaps in preparation, perception Lack of applied learning & soft skills
Hart Research Associates for the Association of American Colleges & Universities (AAC&U) January 2015
Applied Learning Soft Skills
70:20:10 RuleNot all learning takes place in the classroom
deakinprime.com wikipedia.org
Co-Curricular Records
What Problem are We Solving?
Student Engagement ≈ Student Success
Value learning outside the classroom
Track, measure & authenticate
Leadership
Community service
Athletics
Special interests
Specialized skills and
knowledge
Evidence-based support for further
goals:
Academicscholarships, awards,
bursariestransfer to senior college
community college to university
graduate school
EmploymentWBL/WIL, internships
placements, permanent jobs
What Problem are We Solving?
“when they are going out to search for a job, they are able to submit their co-curricular record along with their transcript and show their whole, overall student experience.”
University of Calgary
University Affairs 2010
ExampleA transcript for graduate employability
Employers don’t want
another piece of paper!
ccr.utoronto.ca
Employability (Trent University, 2013)“Employer Responses to the Co-Curricular Record”
Problem solving abilities, adaptability/flexibility, enthusiasm/dedication, communication (written & verbal), personable nature, ability to learn, reliability
bit.ly/TrentU_CCR
Top Skills or Qualities
Types of activities
Interest in CCR as a paper document:
“Students should use the document as a tool for reviewing their co-curricular experiences and reflecting on what skills/learning achievements were gained from each.”
“Any relevant co-curricular experiences should be incorporated into the resume, and potentially referenced in the cover letter.”
Longer-term commitments demonstrate a greater level of student investment; leadership roles are valued.
minimal
Why not the whole story... online?
AcademicTranscript
Co-CurricularRecord
ExperiencedLearning
FormalLearning
ePortfolio
AccreditedExperiential
Learning
DegreeCourses
Thesis / Capstone Project
UnapprovedCo-Curricular
Activities
WorkExperience
-past-current
OpenCourses,
PD
ApprovedCo-Curricular.
Activities
Personal Life Experience
-past-current
PLAR/RPL
“Paper Silos”Issues with certification today
freedesignfile.com/92259
Transparency issues “Dumb” paper often needs other
documents, e.g. syllabus Proxy only – not the “whole
story” Easy to forge
Physical issues
Difficult to share, easy to lose
Recognition issues
Lack of granularity Lack of context
no links to supporting evidence Experiential learning not valued Lack of alignment, transfer,
articulation (“stackability”)
ePortfolios
>75% 5 key learning
outcomes: critical thinking, complex problem-solving,
written and oral communication and applied
knowledge in real-world settings
“It Takes More than a Major”2013 survey of 318 employers
bit.ly/AAEEBL13_AACU
Association of American Colleges & Universities (AAC&U)
93% Candidate’s demonstrated capacity to think critically,
communicate clearly, and solve complex problems is more
important than their undergraduate major
>80%An electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in
their company or organization
Your “Accidental ePortfolio”Tracking your digital footprints – study
Use Google or other search engines to research candidates
Research the candidate on Facebook
Monitor the candidate’s activity on Twitter
0% 10% 20% 30% 40% 50%
Employers who would…
n = 2,775 US/Canada July 2013 cb.com/18xbgez
Some of the search activity happens before candidates are even called for a job interview.
eSourcing is SocialEmployers want to find you
techvibes.com
Oct 2014
Is LinkedIn enough?
With ideas from: Does LinkedIn work as an ePortfolio?
PROAwareness
workplace focus (esp. North America)
EvidenceSlideshare
InfographicsVideos,
Recommendations (?)
Social network“Friend of a Friend”
Personal Learning Network
LinkedIn GroupsTimelines
CONFlexibility
customization, segmentation alignment
to requirements/outcomeinteroperability - feeding
to/from other sites
Archivingfile storage
Private modesreflection, formative assessment,
mentoring
Learning frameworksself-assessment, plans, rubrics, etc.
Audiencebeyond white collar
older worker? (79% are 35+)
OwnershipTerms of Use, business model
Benefits of Learner Owned ePortfolios
Personal control and privacy
Not at the mercy of social media business models
educ6040fall10.wikispaces.com/ePortfolio
Public and private use
ArchiveReflective chamber
ShowcaseRecognition tool
all in one package
Supports Recognition of Prior LearningMore flexible, shareable version of paper portfolios
Reduces wasteful repetition of training and education
Benefits of ePortfolios
Employer acceptance
2015AACU survey
aacu.org 2015
EVIDENCE OF SOFT SKILLS IS KEY
e.g. “effective communication, applied skills, evidence-based reasoning, and ethical decision-making”
Designed for learning and development
More supportive, flexible than Web 2.0 tools; good for RPL
Personal control and privacy
Not at the mercy of social media business models
Integrated public/private use
Archive, reflective chamber, showcase, recognition tool
ePortfolio as PLEAlan Davis – Kwantlen Polytechnic University
BC RPL Summit presentation March 2013
Open Badges“micro-portfolios”
www.britishbadgeforum.com/forums/showthread.php?t=7253 metronews.ca/
Origins of Badges
Authority
Badge Tracking Android App
Since pre-Roman times
Blue Light
Achievement
Affiliation
Skills
Military
Scouting
Heraldry
Digital BadgesGamification, engagement, “recidivism”
earnyourwings.aircanada.com www.redcritterconnecter.com
A digital representation of an accomplishment, interest or affiliation that is visual, available online and contains metadata including trusted links that help explain the context, meaning, process and result of an activity.
As an open artefact, the earner can present the badge in different contexts from which it was earned.
What is an Open Badge?Micro-credential - modular record of learning
Clear progress markersmotivating learners, supporting advisors
Flexible learning pathwaysgranular, incremental, multi-source, laddered, remixable
Visual brandingissuers and earners
Online trust systemdemonstrate skills & capabilitiesproof of performancebacked by issuer
www.badgealliance.org/why-badges/
A skills ecosystemOpen Badges, micro-portfolios in social networks
Going digital helps…
separatingcombiningassessing aligning
“valorising”validatingsharing searching
Open Badges & Social Media
Curated in ePortfolio
Interactive criteria
Pulled from Backpack
LinkedIn Profile
Facebook timeline
What is an Open Badge?Different perspectives…
“…a simple digital standard for recognizing and sharing achievements, skills and performance.”
SUMMATIVE ASSESSMENT
A micro-credential
A discrete recordin a modular
transcript
TECHNICAL DESCRIPTION
A portable graphic with an embedded
description and links to supporting
information
FORMATIVE ASSESSMENT
A reward forpositive
(prescribed) behaviour
A marker on a development path
How do Open Badges
support learning?
Some uses of badgescan be combined...
Recognize Status
Reputation
Group affiliation
transformingassessment.com/TA_webinar_5_mar_2014_Simon_Cross.pdf
Keep artefacts
Souvenirs of experience
Motivate learning
“Game mechanics”
Set goals (missions)
Track progress
Set goals
Learning pathways
Assess &Recognize Learning
Formal, non-formal, informal
Fill recognition gaps not currently
well-served
Simple, versatile, agnostic...Small pieces can build powerful systems
Julian Ridden
Open Badges and GamificationSome similarities, some differences
Game mechanics Open Badges
Points (xAPI), sub-badges
Levels Milestone badges
Quests Badge pathways
Mastery Competency
Bonuses, “easter eggs” Stealth badges
Leader boards Social networks
Formative Formative & summative
Internal recognition External recognition
ADULT
YOUTH
Open Badges: Lifelong, Lifewide Learning
LOWSTAKES
HIGHSTAKES
VolunteerExperience
WorkPlacements
AfterSchool
Programs
ClassroomEngagement
WorkplaceEngagement
PersonalLearning
MOOCs
Co-CurricularRecord
Workshops
P/T & Summer
JobsAdmission to
Higher Ed
Admission toPost GradSchools
Job Hire
Conferences
Recognitionof Prior
Learning
EmployabilityPortfolio
CareerTransition
Communitiesof
Practice
Memberships,Affiliations
Awards,Achievements
TeamBuilding Professional
Credentials
“Soft”Credentials
Red Cross, Cadets, Scouts,
etc.
E-learningCourses
FormativeFeedback
Awards,Achievements
ContinuingEducation
Employee Development
OU’s OpenLearnBadged Open Courses – “pipeline tool”
Starting with 5 open courses
Badges:
“Statements of Participation”
“does not carry any formal credit towards a qualification as it is not
subject to the same rigour as formal assessment.”
1. Taking the first
steps into higher
education 2.
Succeed with
learning3.
Succeed with
maths – Part 1
4. Succeed
with maths – Part 2
5. English: skills for learning
Not MOOCs – perpetually open
open.edu/openlearn/
Purdue UniversityBalancing Badges with Grades
Adding value to gradesPurdue University
Open Badges Grades
Learner control over presentation and “ownership”
A-F grading system focuses on sorting-based assessment and can be opaque.
Transparency of learner attainments and mastery
Not always indicators of actual capabilities.
(Often) provide specific evidence for learner attainments from life-wide contexts
Do not explicitly address informal learning except via Recognition of Prior Learning (RPL) processes
Adapted from Bill Watson, PurduePoly 2014 (YouTube )
Leveraging learners’ badge-earning pathways to: assist issuers in improving their instructional design scaffold learners’ reflection over the learning process
https://sites.google.com/site/obie2015ws/
“From Learning Evidence to Learning Analytics”
Some suggested topics:
Impact of different badges on learner engagement e.g. participatory badges vs. assessment-based badges
Combining OBs with other recent initiatives e.g. xAPI, LRMI
Examining learning ‘pathways’ that emerge in large scale OB initiatives
Using semantic technologies on badge metadata
How do Open Badges
support recognition?
Lipscomb University/PolarisFortune 500 Competency Performance Model
www.lipscomb.edu/professionalstudies/core-for-employers
“CORE measures 15 competencies on a badge system, which is based on a nationally respected and Fortune 500-proven competency performance model—the Polaris Assessment System. Companies already utilizing this system include Nike, PetSmart, Disney, Mars, Wendy’s among many others.”
Recognizing Co-Curricular LearningUniversity of Michigan
“If you add up all the time undergraduate students spend in their four years at college, only about 8 percent of their time is on the curricular, and 92 percent is on everything else.
....the light really went on when we saw how well the service learning students picked up on this opportunity to earn badges and showcase them in their eportfolios, at the same time truly highlighting, as never before, their co-curricular experiences.”
G. Alex AmbroseProfessor of Practice, Associate Ass. Director of ePortfolio AssessmentKaneb Center for Teaching and LearningUniversity of Notre Dame
Showcasing the Co-CurricularePortfolios & Open Badges at Notre Dame
campustechnology.com
PaperBadgerPublish...or perish the thought?
https://github.com/mozillascience/PaperBadger
source
Community Learning for Educators
educause
Community
Service Communications
Leadership Development Awards
Subject Matter Development
Badging Health Professionals Continuing Professional Development
http://www.paincommunitycentre.org/cpd/badges
Madison CollegeBadging non-credited Continuing Education
madisoncollege.edu/badges
Strategic Objective:Creation and promotion of innovative, market-based credentials in credit, non-credit and customized programming (i.e. Badges) “There are 120 badges to be rolled out this summer
(2014).”
What’s happening in Canada?
Emerging in CanadaEarly Adopters (#badgeCAN)
George Brown College Research and Innovation (in progress)
Typesof Applied Research
Components of Applied Research
AppliedResearch
Methodologies
Integrity&
Conduct
LiteratureSearch
Strategies
Accountability in
Collaboration
Networking & Knowledge
Transfer
R&D Policy and
ProcedureEntrepreneurship
APPLIED RESEARCH COMPETENCIES FIELD EXPERIENCE
Open Badges at UBCLow stakes exploration, experimentationDigital TattooBy students for
students Internet identity
Video Game LawStealth badges for online engagement
Master of Ed TechStudents as course
content authorsEntrepreneurial role
play
badges.open.ubc.ca
Exciting new projectHumanitarian PLE across the career lifecycle
Career Pathways
Humanitarian PLE across the career lifecycle
Talent Pipelin
e
RecruitmentInductionFormative
AssessmentGap Training
Team BuildingPerformance Management
Talent Management
ExperienceAchievementsProfessional Development
Career Development
Leadership Development
SME SpecializationCareer Change
Outplacement
External Performance
SupportGoogle, YouTube
External repositories
Coaching and
Mentoring
Other External Learning MOOCs, Open Ed Resources, Personal Learning Network,
Communities ofPractice
Other Humanitarian
LMSs such as:
OCBA OCG
Academic recognition?
New Mission?
New MSF role?
New Career?
O p e nB a d g e s
OCB
Other MSF LMSssuch as:
HRIS/ERPSystems
PerformanceManagement
System Talent Management
System
Skills Marketplace
Dem
andSupp
lyBadgePassport/ePortfolio
ExternalRecognitio
n
What does all this mean?
“The Ones That Got Away”Study: completion stats miss the point!
WestEd Slideshare
Key Findings:
1. Many non-completers had significant earnings gains2. Economic value: content vs. credential3. Non-completers are “non-traditional” students4. Unknown: value of 3rd party credentials
Implications for Open Badges:
1. Badge sub-skills for employabilityIdentify discrete sub-skills within a larger program of study that are valuable in the workplace
2. Badge individual program outcomesQuantify the value of short-term course-taking: granular measurement of program quality
Badge PathwaysMozilla “Discover” (Gates funding)
http://discover.openbadges.org/
Open Badge EcosystemOpen skills exchange – modular, flexible, interoperable
Mozilla BackpackStore, Share, Display Open
Badges
Open Badge Issuer
Create, Issue, Manage badges
Local BackpackStorage & Display
badge passports“micro-portfolios”
badge communitiesstore, share, connect
Open API
Open
API
Global Badge CommunityIssuers, earners, consumers
Open
APIIssuerGroups
EarnerPassports
Open
APIs
eLearningPlatforms
ePortfolioPlatforms
CommunityPlatforms
Drupal(CMS)
Other possible plug-ins
LTI
SCORM
Open Learning(OER, etc.)
ePortfolios
Personal Websites
Communities of
Practice
ERP/HRIS
Open
API
Other display alternatives
Job portals
xAPI
OpenAPILMS
Man
ual
SAP, Oracle(ERP/HRIS)
LinkedIn, Facebook
Talent Manageme
nt
Pearson VUE: AcclaimIf Pearson is getting into badges.…
bit.ly/1nJFBaY
Acclaim’s unique approach…is to work with academic institutions and high-stakes credentialing organizations to offer diplomas, certificates and other professional credentials as Open Badges.blog.youracclaim.com/
How do I get started?
Wait - Are Open Badges for You?Some questions to ask
Behavioural goals?
Redeemable worth?
Worth the effort? Filling a void? Marketing ROI?
Value add?
Champions?
Sustainability?
What would your badges “buy”? Have you talked to employers?
Internal leadership? Professional bodies? Employers ?
Cost structure? Who will maintain & improve it over time?
Engagement, feedback, recognition, development? Skills frameworks?
Make/adapt your own (FOSS) License & install proprietary SW Software as a Service
Getting startedDIY versus Supported
Explore: earn a badge, display it Immerse: research, LPP (lurking) in badge community Experiment: design a badge, design a small badge system Pilot, build internal support, implement, maintain and improve
Badge Canvas
Design Principles Card Deck
Do It Yourself
Workshops: awareness, train the trainer Design & implementation support Technology support
Supported
Technology choices
Open Badges for educationIntersection of open systems & badging
Research in Learning TechnologyVol 22 (2014)
Open production Open access
Open appropriation(interpretation)
Badges as motivator
Impact of issuer identity on learner motivation?
Impact of badge visibility on learner motivation?
Impact of different audience interpretations on learner motivation?
Badges as pedagogical tool
How can stakeholders find & evaluate badges to earn and consume in a diverse ecosystem?
Ways of supporting learners as they earn badges in open environments? Does openness help or hinder? (bazaar vs. church)
Ways of supporting learner navigation decisions through personalized badge pathways in heterogenous environments?
Badges as credential
Impact of issuer identity on badge credibility?
Impact of badge visibility on credibility?
Adaptability of interpretation across audiences? Impact of audience on badge credibility?
Adapted from: www.researchinlearningtechnology.net/index.php/rlt/article/view/23563
Badge Design Principles ProjectRecognizing Learning with Digital Badges
DPD Project Design Principles Card Deck
Use badges to
map learning
trajectory Align badges to standards
Have experts issue
badges Seek external
backing of credential
Recognize diverse learning
Use badges as a means
of external commun-
icationDetermine appropriate lifespan of badges
Recognize educator learning
Award formal
academic credit for badges
Promote discovery
Badge Design Principles ProjectAssessing Learning with Digital Badges
Use leveled badge systems Enhance validity with expert judgment Align assessment activities to standards: create
measurable learning objectives Use performance assessments in relevant contexts Use e-portfolios Use formative functions of assessment Use mastery learning Use rubrics Promote "hard" and "soft" skill sets Involve students at a granular level
DPD Project
Badge Design Principles ProjectMotivating Learning with Digital Badges
Recognize identities
DPD Project
Engage with the community
Provide outside value of badges
Promote collaboration
Set goals
Stimulate competition
Recognize different outcomes
Utilize different types of assessments
Provide privileges
Badge Design Principles ProjectStudying Learning with Digital Badges
Using evidence in badges and badge ecosystemsStudy badge impact with badge evidence: Research WITH & OF badges
Improve badge impact with badge evidence: Research WITH & FOR badges
Improve badge ecosystems with badge evidence: Research WITH & FOR
ecosystems
DPD Project
Using traditional
evidence
Study badge impact: Research OF badges
Improve badge impact: Research FOR badges
Improve badge ecosystems: Research FOR ecosystems
Presentation support page:bit.ly/openbadges4he