We’ve been working on the Mozilla Webmaker badge system, or at least initial alpha badges for the Summer Campaign and it’s tough! We knew that going in - if it were too easy, then we probably wouldn’t end up with very valuable or robust badges - but that didn’t make it easier. There are many things to consider and it’s very easy to get caught up and stuck in the core question of what badges? That’s a really loaded question because its not just about what to call the badges - which is a rabbit hole of itself altogether - but its also considerations around specific skills, levels and granularity (which is a huge/tough one), assessment, experience, etc. We spent days trying to answer the what badges question - should we have an HTML Level 1 and Level 2 badge, or just an HTML badge (and what do those mean?)?; should we call them Ninjas or Samurais (note: we decided on neither)?, is there a Webmaker badge that everything aggregates up to and if so what are the badges that make that up?; are all badges the same granularity?, etc. The decisions at this level are also things that more people care about and have to sign off on so that also slows down the process.
Competencies are specific and observable learning outcomes. The goal of competency-based learning is to ensure that students are able to demonstrate knowledge, skills, and dispositions that are important to success in school, higher education, careers, and life.
The Remake Learning Competencies form the foundation of learning pathways that connect students to opportunities offered by schools, afterschool programs, cultural organizations, and online learning resources. By working together across boundaries, organizations offering learning experiences—in school, out of school, and online—can create pathways to opportunity for all students.
he University of Notre Dame will share its pilots and preliminary results that explore the intersection of digital badges and ePortfolios in order to create a more relevant currency between today's colleges and employers. Our employer advisory board focus group results will be presented to show how and when today's employers want to utilize the ePortfolio to assist in the hiring process. In addition, we will present our initial challenges and lessons learned through the design and implementation of using digital badges and ePortfolios with our business college to capture, recognize, channel and specifically connect student career ePortfolios with evidence-based skills for the employer stakeholder.
Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.
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