talk about teaching 2015 - open badges: how do they enable on teaching and learning?
TRANSCRIPT
Can Open Badges enhance inclusive teaching and learning?
Kerry Sorby, Eden Marrison and Daniel Mackley
January 2015
Why open badges?
• Brand new module: opportunity to create fresh material
• Practical sessions have always been well received by students and features informal feedback – but does any learning take place?
• Practical sessions do not overtly contribute to the summative assessment. Is there a way to recognise this informal learning?
• Concern that too much material could be “shoe horned” into 3 hour session. Can acquisition of knowledge, skills & attitudes be effectively achieved in 1 session?
What are Open Badges?
• Open Badges is a digital accreditation infrastructure from Mozilla.
• Open Badges are images with metadata hard-coded into them.
What are Open Badges?
• Open Badges is a digital accreditation infrastructure from Mozilla.
• Open Badges are images with metadata hard-coded into them.
• Visual representations of achievements, learning, skills, competencies etc.
• They can accommodate formal & informallearning pathways.
Open Badges ECO-System
Open Badges ECO-System
Open Badges ECO-System
Open Badges ECO-System
Format of practical sessions – an example
Building on students’ previous experiences of learning from level 1:
Using a flipped classroom approach • Pre-session SOL : 15 min Screencast = guiding
students to the theory underpinning the practical session
• Pre-session quiz: to self-regulate learning • Active participation in 3 hour practical session • Post Session SOL : reflection on professional skill
Resources required to achieve this
• Time ++++
• Support (and education) from TEL team to create screencast and on-line quiz
• Support from technician to facilitate formative feedback within session.
Impact on Learning ………….a lecturer’s perspective
• End of module review
• Attendance for practical session
• Reviewing each of the reflections took time but affirmed learning had taken place(reflection)
• Formative feedback on reflections provided via Moodle
• 1 badge endorsed by external company.
Inclusivity?
• Screencast and quiz – enables students to rewatch/revisit material in their chosen environment and in their own time– opportunity to formatively check their understanding of the subject area.
• Supports different learning styles as different media available to support learning. (screencast , documents to read , practical session)
• Opportunity to formatively check own learning and ask questions in safe learning environment (practical session) . This gives students the confidence to reflect on their own skills – evident in the post-session reflection.
Results55% students earned at least one badge.
NONE (45%)
ONE (27%)
TWO (16%)
ALL THREE (11%)
Interestingly, 7 students earned open badges
over the Christmas period.
Benefits to students
…..a student perspective
• Allows student to track own progress
• Sense of achievement
• Engaging & motivating
• Useful
• Post session reflection enables students to recap on session, fully understand the material
• Good for CPD
Barriers to complete the open badgesa student perspective
• TIME
• Lack of info re.badges : purpose, what to do with them
• Would a printed certificate be more beneficial, especially for CPD ?
• Some badges were too lengthy
What have we learnt?
……. Or future aspirations
• Restructure Moodle site: navigation is easy and intuitive.
• Each badge to clearly identify the criteria for completion.
• Introductory lecture to include rationale for the open badges and promoting the benefits for the student.
• Enhance inclusivity of screencast to include subtitles & more “interesting/ diverse” visual materials (photos)
What skills, knowledge, behaviours would you like to promote ?
http://www.jiscrsc.ac.uk/media/421718/jiscopenbadgesdesigntoolkit-print_1.pdf
Any Questions?