A digital badge is a validated indicator of accomplishment, skill, quality or interest that can be earned in many learning environments. The world is changing fast and, today more than ever, traditional modes of assessment fail to capture the learning that happens everywhere and at every age. Digital badges are a powerful new tool for identifying and validating the rich array of peoples’ skills, knowledge, accomplishments and competencies. Digital badges inspire new pathways to learning and connect learners to opportunities, resources, and one another.
I pulled together some additional resources for folks attending the Advancing Learning 2014 conference at Georgian College in Barrie, Ontario. To make it easy for people to dig deeper into some of the resources I mention during my presentation, I've pulled them together and posted them here. Feel free to post any question, comments, or additional resources related to badges in higher ed.
Michael Olneck, professor of educational policy studies and sociology at University of Wisconsin-Madison, shared his paper Insurgent Credentials: A Challenge to Established Institutions of Higher Educat
I've been applying gamification principles to my classes and so far the results have been positive. Specifically, I've eliminate all exams, quizzes, and papers in my course and replaced them with a set of 24 badges students can earn. Students are free to choose which badges they will to earn. No specific badge or set of badges is required for students to pass the course.
It's not easy to write about badges -- they touch on so many social norms that we take for granted, and that means unpacking assumptions about things like assessment, credentials, and accreditation -- but Paul Fain knocked it out of the park with his latest article about the UC-Davis Sustainable Agriculture and Food Systems Badge System in Insider Higher Ed:
One of the first Open Badges systems built in collaboration with Mozilla, the MacArthur Foundation, and HASTAC is now accessible in Buzzmath, Scolab Inc.’s math practice program. The 56 badges available represent an opportunity for middle school students to share earned knowledge and accomplishments.
This week, I was asked about badges and continuing education, specifically for programming that focuses on sustainable food systems. As a result, today's mini-collection focuses on the great work that Joanna Normoyle is doing at UC-Davis with the Sustainable Agriculture and Food Systems (SA&FS) undergraduate major that her team is designing a badge system to support.
As digital badges spread, I find myself spending more and more time responding to people's requests for information about them. Each of these requests has a specific context -- for example "teacher education and research" or "mixed methods research, assessment, and psychometrics." Every time I send off a collection of resources, it seems like that information might be useful to a wider audience. So as these requests come in, I'll start sharing what I collect and post these mini-collections on HASTAC in case they're useful to others.
Badge systems, like other sociotechnical systems, are ways of building order in our world – but for now, at the early stages of design and development, we’re in an innovation free-for-fall, which can be both exciting and daunting to newcomers. To build out the badge ecosystem, it’s important that we create a full library of toolkits, templates, and other signposts to guide people.
HASTAC helped organize this series of conversations about digital badges on ConnectedLearning.tv. Today, more than ever, traditional modes of assessment fail to capture the learning that happens everywhere and at every age. Digital badges are a powerful new tool for identifying and validating the rich array of peoples’ skills, knowledge, accomplishments and competencies. Join us throughout the month for a series of webinars and Twitter chats on why a wide range of learners are turning to digital badges as pathways to new academic and economic opportunities.
How are digital badges helping a wide range of learners recognize new pathways to academic & economic opportunities? Throughout September, we invite you to participate in a series of webinars and Twitter chats that will explore how digital badges are helping a wide range of learne
Digital Media and Learning Research Competition on Badging and Badge Systems applicants were asked to submit proposals for empirical and theoretical research that support and inform the design, development, and deployment of digital badges and badge systems across a diverse range of learning content, institutions, and approaches, including the Gates Foundation supported Project Mastery Sites, as well as research focused on the efficacy of Te
At the 2013 Digital Media and Learning Conference, Connie Yowell and Cathy Davidson particpated in a panel reflecting on badges for lifelong learning and the fourth Digital Media and Learning Competition. Below you can see a video of both of their remarks, and we have also included the presentation from Cathy's talk.
By any measure, the HASTAC/MacArthur Foundation Badges for Lifelong Learning Competition--our fourth Digital Media and Learning Competition--has been our most ambitious and most potentially transformative initiative.
Ah, webinars. Those quirky virtual mainstays of the 21st century. HASTAC produced a series of webinars for the Badges for Lifelong Learning grantees over the past year to share work and bring in featured guests. The following list includes many of the webinars we offered, ranging from topics such as effective badge design, assessment, badges and the college admissions process, badges and motivation, the sociology of badges, peer project critiques, and open town-hall-style discussions.
If you’re looking for information, advice, and lessons learned about designing, developing, and deploying badge systems, look no further than HASTAC’s new Project Q&A Interviews with the 30 Badges for Lifelong Learning Competition grantees. This is the most substantial information about badge system development to be published since the launch of the Competition two years ago.
Dan Hickey's recent post Research Design Principles for Studying Learning with Badges prompted me to reflect on the distinction between reputation systems and credentialing / badge systems. Why does this distinction matter?