How Open Badges scaffold a better learning design and

improve ePortfolio practicesMahara Hui 2015 - Auckland

Dominique-Alain JAN@dajan | djan@mac.com

Leader of the French Mahara communityTEL Lecturer at Lausanne University for Teacher Training

Plan

1. About badges1. (Open)Badges – an old story

2. Anatomy of a Badge

3. Badges vs ePortfolios

2. Managing Badges1. Creating / Issuing / Managing badges

2. And beyond – the Open Badge Passport

3. How can Open badges improve the learning experience of ePs?

About BadgesHow can Open Badges scaffold a better learning design and improve eP practices?

(Open)Badges – an old story

• Claims:• We have been using badges for a long time already

• Medieval blazon

• Army flags

• Tartan

• Badges are polymorphic

• Badges can be serious

« The aim of Open Badges is to allow anyone to build andmanage a portfolio of assessments and certifications ofwhat has been acquired through lifelong learning, as wellas formally and informally during leisure activities, selflearning, or through charitable activities »

Denis Lamontagne (2011)« Open Badges : une initiative

pour la reconnaissance des compétences tout au long de la vie », 20/09/11accédé le 30/05/14 [http://cursus.edu/article/17545/

open-badges-une-initiative-pour-reconnaissance/]

Anatomy of a BadgeHow can Open Badges scaffold a better learning design and improve eP practices?

• Learning pathway

• Skills assessment

• Badge issuer

• Trust

• Artefacts / Reflection for higher-stake evaluation of learning outcomes

• Badge displayer

• Learning pathway

• Skills assessment

• Badge issuer

• Trust

• Badge storage

• Badge management

• Artefacts / Reflection for higher-stake evaluation of learning outcomes

• Badge displayer

Badge Name

Description

Issuing criteria

Issuer

Evidences

Validity

Issuing date

Image.png

Nom du badge

Description

Critères d’obtention

Emetteur

Preuves

Date de validité

Date émission

Image.png

Image + metadata = badge.png{

"recipient": "djan@mac.com",

"evidence": "/badges/economics/macro",

"expires": "",

"issued_on": "2015-04-08",

"badge": {

"version": "0.5.0"

"name": "Keynesian multiplicator",

"image": "/images/macro-keynMultiBase.png",

"description": "Explain the effects of public…

"criteria": "/badges/economics/keynes/multi/",

"issuer": {

"origin": "http://gymnyon.vd.ch",

"name": "gymnyon",

"org": "Gymnase de Nyon",

"contact": "webmaster@gymnyon.educanet2.ch"

}

}

}

+

OwnerIssuer

Evidences

OwnerIssuer

Evidences

I am validating your skill…

OwnerIssuer

Evidences

… of knowing how to do this…

OwnerIssuer

Evidences

…on the basis of these !

OwnerIssuer

Evidences

My validation is alsorepresented by this !

OwnerIssuer

Evidences

OwnerIssuer

Evidences

The Badges are a HUB

People sharing the sameBadge / Pathway / Location

Issuer

Evidences

The Badges are a HUB

Social NetworkIssuer

Evidences

The Badges are a HUB

Social NetworkIssuer

Evidences

The Badges are a HUB

SkillsValuesAttitudesKnowledge

Social Network

Evidences

The Badges are a HUB

Semantic Network

Issuer

Social Network

Evidences

The Badges are a HUB

Semantic Network

Formal / Informal

ePortfolios vs Open Badges?How can Open Badges scaffold a better learning design and improve eP practices?

ePortfolio adoption

The NES (NHS Education for Scotland) ePortfolio has grown rapidly since its inception in August 2005 and now comprises over 20 versions for over 35,000 healthcare trainees within Scotland (Nursing, Midwifery, Dentistry and Pharmacy), across the United Kingdom (Medicine), and the Republic of Ireland (Medicine)

Source : http://guide.nhseportfolios.org/walkthrough/Home.aspx

Not everyone supports ePortfolioI started this petition because I believe the ePortfolio is a complete waste of time and effort for all Clemson students. I…]. Like most all of my classmates, I put work into my classes and receive grades, as I should. It is as simple as that. Why should we be required to create a portfolio that just reiterates the fact that we have completed a course? Why should we be submitting work to an online portfolio that does not give us any credit? We have to complete this to graduate? If I have achieved good grades and completed the courses necessary, I should be well on my way to graduating. The ePortfolio only creates another task for students to worry about, a task that accomplishes nothing. I wrote an essay for my English class, I got an A on it, that led to me receive an A in the course, and I successfully earned those credits. Nowhere in there do I see a gap that must be filled in with an ePortfolio. Many of us have friends at other prestigious universities. Not once have I heard of an ePortfolio assignment from any of them. I firmly believe that eliminating the ePortfolio at Clemson University will truly enable students to be more focused on their actual coursework and have a more positive mindset about school. […]

Jamie Harding started this petition Petition Closed 2,954 supporters target 5,000

Source : https://www.change.org/p/clemson-university-eliminate-the-eportfolio

Not everyone supports ePortfolio

• ePortfolios – 7 reasons why I don’t want my life in a shoeboxhttp://donaldclarkplanb.blogspot.com.au/2011/03/e-portfolios-7-reasons-why-i-dont-want.html

• Bollinger (2010) Student perceptions of ePortfolio integration in online courses

• Tosh (2005) Engagement with electronic portfolios: challenges from the student perspective

• Shroff (2011) Analysing the technology acceptance model in examining students’ behavioural intentions to use e-portfolio systems

• Tzeng (2011) Perceived values and prospective users' acceptance of prospective technology: the case of a career eportfolio system

• Jan (2015) ePortfolio trained graduates in the workplace: are they significant users of ePortfoliofeatures at the start of their careers? [paper to be delivered at ePIC 2015]

• …

Managing Badges within MaharaHow can Open Badges scaffold a better learning design and improve eP practices?

Assignment

DesignManageIssueRevoke

Ove

rrid

es M

oo

dle

bad

ges

Assignment

Sen

ds

to M

ozi

lla b

ackp

ack

Import badges

Bad

ge d

isp

laye

r

SemanticNetwork

SocialNetwork

How Open badges can improve the learning experience on eP?How can Open Badges scaffold a better learning design and improve eP practices?

One Case Study

• Context:• HES-SO: Higher Education institution for Healthcare training in Fribourg

(Switzerland)• New syllabus for trained nurses to become heads of department in hospitals• Master degree• Face to face training (1/3) – online training (2/3)• 240 credits ECTS coursework + personal work

• TEL• Moodle • Mahara

• mandatory to present a reflexive and personal work at the end of the training (3 years)

• PLE

http://www.heds-fr.ch/fr/Pages/default.aspx

https://vimeo.com/69882471

One Case Study

• Example of one instruction given to students

• At the end of year three you must submit your portfolio for evaluation. This must contain:• the personal and reflexive journal you have written alongside your three years of

training

• two evidences of attainment for each of the sixteen main skills

• your personal biography

• This portfolio represents 30% of your final mark

My questions about that

• What is reflexivity in your context?• Do you train students to have reflexive practice or do you take this for

granted from their previous background?• Will you train students to acquire eP practices?• Will you train students to use Mahara?• What in your view constitutes a good evidence for inclusion in someone’s

eP?• Will you train students to improve their digital literacy?• …

• Have you all agreed on what the 16 skills you have to assess are?

One of the 16 skills: Reflexive practice

• What is reflexive practice?

• Brainstorming 7 people 8 interpretations

• Decision:• First: we create a badge on reflexive practice

• At the end: we create 3 badges on reflexive practice • 3 levels

• One for each year

• Acknowledge students’ progress

(1) Reflexion (2) Design (3) Implementation

Process

What?For Who?

How?

Result:

Intellectually• A comprehension of the skill• An agreement on the “boundary object” (Popper)• Reification (Wenger on CoP)

Practically • An agreement on the competences that contribute to

acquire the skill• Competences are simpler to assess• An agreement on the activities to develop for training

the students (Bloom’s taxonomy)

Technically• The decision on what settings and tools that must be

set up for the tasks/activities (multiple / single journal, forums, group pages, …)

Badge

Process

Badge

(1) Reflexion (2) Design (3) Implementation

http://learningdesigner.org/

Process

Badge

(1) Reflexion (2) Design (3) Implementation

http://learningdesigner.org/

Process

Badge

(1) Reflexion (2) Design (3) Implementation

http://learningdesigner.org/

Process

Badge

(1) Reflexion (2) Design (3) Implementation

http://learningdesigner.org/

Template Group page PLE

Conclusion

• The introduction of Open Badges has improved a situation where• Students were confused

• Teachers didn’t agree on definitions of skills, or quality standards

• The design of activities was not in relation with the skills

• By• Clarifying the objectives (reification, boundary object, Bloom’s taxonomy,…)

• Helping in the design of clear evaluation criteria

• Providing an acceptable learning curve in eP practices

• Giving mentors time to feel comfortable with TEL and eP

Source : https://i.vimeocdn.com/video/492177602_640.jpg