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Open Badges

Making Learning Visible

KPU Version

March 5, 2015

Don PresantPresentation support page:

http://bit.ly/openbadges4he

Education à la carte“She’s come undone...”

www.udacity.com/nanodegree

“The Ones That Got Away”Study: Tracking completion misses 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

Soft skills and workforce trainingCanadian employer data via CERIC

Which soft skills are important?

Training - for technical skills or soft skills?

contactpoint.ca Environics data 2014 (n=500)Small business: less soft skills training

Soft skillsHighly needed, little recognized

Workopolis-Mind-The-Gap

And is soft skills training effective?Maybe not (and how will you know?)

elearningindustry jtemanagement.com

70:20:10 RuleNot all learning takes place in the classroom

deakinprime.com wikipedia.org

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, bursaries

transfer to senior college

community college to

university

graduate school

EmploymentWBL/WIL, internships

placements, permanent jobs

ExampleA transcript for graduate employability

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 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”)

>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

0% 10% 20% 30% 40% 50%

Use Google or other search engines toresearch candidates

Research the candidate on Facebook

Monitor the candidate’s activity on Twitter

Employers who would…

n = 2,775 US/Canada July 2013 cb.com/18xbgez

Some of the search activity happensbefore candidates are even calledfor 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?

PRO

Awareness

workplace focus (esp. North

America)

Evidence

Slideshare

Infographics

Videos,

Recommendations (?)

Social network

“Friend of a Friend”

Personal Learning Network

LinkedIn Groups

Timelines

CON

Flexibility

customization, segmentation alignment

to requirements/outcome

interoperability - feeding

to/from other sites

Archiving

file storage

Private modes

reflection, formative assessment,

mentoring

Learning frameworks

self-assessment, plans, rubrics, etc.

Audience

beyond white collar

older worker? (79% are 35+)

Ownership

Terms 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

Archive

Reflective chamber

Showcase

Recognition tool

all in one package

Supports Recognition of Prior Learning

More flexible, shareable version of paper portfolios

Reduces wasteful repetition of training and education

Benefits of ePortfolios

Employer

acceptance

2015

AACU 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

What are Open Badges?Brief introduction

bit.ly/openbadges4tpd

www.britishbadgeforum.com/forums/showthread.php?t=7253metronews.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 markers

motivating learners, supporting advisors

Flexible learning pathways

granular, incremental, multi-source, laddered, remixable

Visual branding

issuers and earners

Online trust system

demonstrate skills & capabilities

proof of performance

backed 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 record

in a modular

transcript

TECHNICAL

DESCRIPTION

A portable graphic

with an embedded

description and

links to supporting

information

FORMATIVE

ASSESSMENT

A reward for

positive (prescribed)

behaviour

A marker on a

development path

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

LOW

STAKESHIGH

STAKES

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

learning

3. 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

Digital Badges add 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

Grades are not always indicators

of actual skills/knowledge

(Often) provide specific evidence

for learner attainments from life-

wide contexts

Do not explicitly address informal

learning

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 andFortune 500-proven competency performance model—the Polaris Assessment System. Companiesalready utilizing this system include Nike, PetSmart, Disney, Mars, Wendy’s among many others.”

Deakin UniversityBadges for Employability Soft Skills

t.co/ior8y5pbqe

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

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).”

430,000

employees

worldwide

Make it “cool”

Make certification more

engaging

Help business lines &

regions develop & share

expertise

The challenge for this “leading technology multinational”

Talent pipeline

(identifying

candidates

with challenges)

Pre-onboarding

(signing bonus

if they earn the

badges)

Early PD and

achievements

(e.g. 1st client

engagement)

Two badging streams,

one holistic picture:

Formal certification

(with hard endorsements)

Informal, agile, emergent badges

that build credibility over time

The developing solution: Badging the career lifecycle

Developing a Global WorkforceBadging the Career Lifecycle

Cross-fertilization with other systems

Universities, learning providers,

business partners, clients, competitors

Discoverability

Learning opportunities

Expertise within IBM

The vision: a new talent ecosystem

Badging CTE: City and GuildsTechBac: Open Badges, online CV’s

bit.ly/1uBCju4

What’s happening in

Canada?

Emerging in CanadaEarly Adopters (#badgeCAN)

George Brown College Research and Innovation (in progress)

Types

of Applied

Research

Components

of Applied

Research

Applied

Research

Methodologies

Integrity

&

Conduct

Literature

Search

Strategies

Accountability

in

Collaboration

Networking

& Knowledge

Transfer

R&D Policy

and

Procedure

Entrepreneurship

APPLIED RESEARCH COMPETENCIES FIELD EXPERIENCE

Open Badges at UBCLow stakes exploration, experimentation

Digital Tattoo

By students for students

Internet identity

Video Game Law

Stealth badges for

online engagement

Master of Ed Tech

Students as course

content authors

Entrepreneurial role play

badges.open.ubc.ca

Demand-Driven Talent PipelinesNew employer-centred “pull-based” approach

Employer = End Customer

Managing the Talent Pipeline: U.S. Chamber of Commerce Foundation, 2014 t.co/ZGuZu4nWTq

What manufacturers wantThe Manufacturing Institute

youtu.be/VEgwJwrK3qQ

Project-based

STEM learning

Learning programs

and competitions

Breaking the log-jamUS Manufacturers Now Credentialing Educators

The ‘M’ list for educators

Industry standards defined by manufacturers,

certified by 3rd party bodies

Academic institutions apply to be recognized

Certifies students, instructors, programs

Certified by both institution and industry

youtu.be/VEgwJwrK3qQ NAM Endorsed Certifications

High school structured programs

Skills USA Project

Lead the Way

The M ListNAM Endorsed Certifications for US Colleges

themanufacturinginstitute.org

Endorsed by employers...

Laddered

Modular

US Manufacturing PipelineSkills “currency exchange” for veterans

usmanufacturingpipeline.com/

Open Badges and VeteransSkills Crosswalks and Modular Gap Training

getskillstowork.org/

Workforce vision: Open BadgesCity & Guilds (UK vocational qualifications body)

bit.ly/pipeline-CandG

Badge PathwaysMozilla “Discover” (Gates funding)

http://discover.openbadges.org/

“The Ones That Got Away”Study: tracking completion misses the point!

WestEd Slideshare

Key Findings:

1. Many non-completers had significant earnings gains

2. Economic value: content vs. credential

3. Non-completers are “non-traditional” students

4. Unknown: value of 3rd party credentials

Implications for Open Badges:

1. Badge sub-skills for employability

Identify discrete sub-skills within a larger program of study

that are valuable in the workplace

2. Badge individual program outcomes

Quantify the value of short-term course-taking: granular

measurement of program quality

Open Badges in the WorkplaceProfessional development framework in NZ

Software testing company350 badges issued to 150 staff

SELF-DIRECTED WORKFLOW

1. Choose badge goal

2. Complete self-assessment

3. Create Badge Learning Plan

4. Request manager’s approval

5. Complete the appraisal

6. Attend confirmation

interview

7. Receive badge

Aligned to SFIA(Skills Framework for the

Information Age)

93 skills, 7 levels (using 3-6)

Personal Learning Networks Learning never stops

Alec Couros 2010

Exciting new projectHumanitarian PLE across the career lifecycle

Career

Pathways

Humanitarian PLE across the career lifecycle

Talent

Pipeline

Recruitment

Induction

Formative Assessment

Gap Training

Team Building

Performance Management

Talent Management

Experience

Achievements

Professional Development

Career Development

Leadership

Development

SME Specialization

Career 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 LMSs

such as:

HRIS/ERPSystems

PerformanceManagement

System Talent Management

System

Skills

Marketplace

Dem

andSu

pp

lyBadgePassport/ePortfolio

External

Recognition

Filtering

new hires

Open Badges & workplace learningBenefits for employers

Building skills

passports,

eportfolios

Assembling

teams,

building

organizational

portfolios Developing

careers,

grooming

talent

Recognizing

informal

learning

Brokering

external

training

Tracking

internal

training

What does

all this mean?

Open Badge EcosystemOpen skills exchange – modular, flexible, interoperable

Mozilla BackpackStore, Share, Display

Open Badges

Open Badge IssuerCreate, Issue, Manage

badges

Local Backpack

Storage & Display

badge passports

“micro-portfolios”

badge communities

store, share, connect

Open

API

Open

API

Global Badge CommunityIssuers, earners, consumers

Open

APIIssuerGroups

EarnerPassports

Open

APIs

eLearning

Platforms

ePortfolio

Platforms

Community

Platforms

Drupal

(CMS)

Other possible plug-ins

Open Learning(OER, etc.)

ePortfolios

Personal

Websites

Communities

of Practice

ERP/HRIS

Other display alternatives

Job portals

LMS

SAP, Oracle

(ERP/HRIS)

LinkedIn,

Facebook

Talent

Management

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/

Exploring Badges for ApprenticesModular ePortfolio - portable “skills passport”

Formative or summative? Useful or bullet-proof?

Assertion with evidenceNOA - Blocks, Tasks, Sub-tasks

Open Badge applicationEvidence travels with the badge

Assertion validated by expert Issue Open Badge

Logbook (in theory…) Badge Passport

Learning Plan Badge Pathway

Independent AuthenticationThird party endorsement

(Coming addition to OB standard

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

Technology

Vol 22 (2014)

Open

productionOpen 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

For discussion

Barriers?

Where? What?

How?

Potential fit

with the

institution?

Drivers?

Alternatives?

Early steps?

Presentation support page:

bit.ly/openbadges4he

[email protected]

Twitter: donpresant

ePortfolio: donpresant.ca

Savvyfolio.net

bit.ly/openbadges4he