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Digital Badges K12

Page history last edited by Sandy Johnson 9 years ago

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Digital Badges for K12

 

Description:    

This presentation will introduce the “hot topic” of digital badges - what they are, what purposes they serve, and their uses. We will explain what a digital badge is, explore Mozilla’s Open Backpack, and see how easy it is to create free badges. You will leave with some getting started resources and earn a digital badge, maybe your first, for attending this session! 21st century lifelong learning requires different and expanded ways to recognize accomplishments, knowledge, and skills acquisition which can be accomplished with digital badging.

 

Presenters: 

Susie Bussmann and Sandy Johnson

 

Objectives

 

  • Explain what a digital badge is
  • Identify pros and cons of digital badges
  • Explain the process of digital badging
  • Identify some digital badging tools  
  • Identify ways to use digital badges in education 

 

At it's simplest: 

 

ELI_DB copy.jpg 

 

 

 

 

 

bsabadges copy.jpg

 

and more! 

 

 

Digital Badges 

MacArthur Foundation " …. an assessment and credentialing mechanism that is housed and managed online.  Badges are designed to make visible and validate learning in both informal and formal settings, and hold the potential to transform where and how learning is valued."  http://tinyurl.com/mgbmaw9 

   

Pros 

  • Motivation

  • Recognition

  • Validation

  • Advancement

  • Real world connections

  • Soft skills recognition
  • Competency based achievement 
  • Flexibility  

Cons 

  • Buy in 

  • Taxonomy

  • Design

  • Maintenance

  • Gamification of learning
  • Validity 
  • Acceptance
  • Time & Resources 

 

 

Resources

Seven Things You Should Know About Digital Badges 

Digital Badges Instead of Grades: Pros and Cons

The Teacher's Guide to Badges in Education 

Digital Badging Pinterest Board - a variety of additional DB resources. 

Digital Badge Platforms - and overview of digital badging from the Center for Scholarly Technology at University of Southern California

Digital Badging MOOC - a self-paced MOOC 

 

The Process of Badging 

 

 

Define- What is the purpose? 

Deciding what is or are the badge(s) for - audience, purpose, short or long term, recognition of what, and how does it fit in with the project, event or organization.

Design - What does the badge represent? 

Metadata

Badge metadata is defined as an assertion, which contains multiple required and optional fields. The structure has evolved over time - see the assertion specification for complete details. Verified issuer, Issuer URL, Name, Description, Criteria, Evidence, Date

Issuers can put a reasonable amount of extra material into a badge, but that material must be static - once the badge is issued, any change to the information must not change. This is to prevent someone from issuing one badge, then sneakily changing it later to another badge unbeknownst to the earner.

Create - What does the badge look like? 

There are a number of design considerations for digital badges-who creates & maintains, brand voice, audience, legibility, shape, logo, imagery, constellation, and more. Decide on the qualities and sketch out the prototype designs.

Issue - What platform? 

There are several badge creation tools. Most of them are free and some have paid for services. Things to consider ease of badge designing, variety of design options, ability to upload your own design, display options, and import and export functionality.

Display - Where do people see them?

Many of the services provide options for displaying badges, such as via the platform webpage or backpack, provide a link to the badge, and generate embeddable code. 

 

Badging Examples

 

Pierce County Library   The digital badging system for the Pierce County Library supports exploration of the library. The taxonomy of 52 badges is organized into four categories Food, Do-It-Yourself, Local, and Books.   The badges are for all age groups.  
CSU Master Gardner   Colorado State University's Online Plus badges recognize demonstration of competencies in the Master Gardner Program.  The taxonomy badging system is organized into three levels of Trek, Quest, and Mastery Badges that feed into each other. There are multiple badges at the Trek and Quest levels.  The badges are for adult non-traditional learners.  
Educause  Educause's digital badging system for recognizing standout community leaders.    The badges are for working professionals both members and non-members. 

 

 

Badging Process - Pilot Example 

 

What is the purpose of the digital badges?     

 

Provide recognition for meeting the requirements of the New2Online professional development program. 
Faculty in higher education 
Pilot program
Long term 

What does/do  the badge(s) represent? 

 

 

Getting Started, Professional Development, Course Map, New2Online graduate

 

Professional Development Hours Badge Description
 

This badge signifies completion of a minimum of 22 hours of professional development for blended and online learning.

 

Explanation of Badge Requirements

The 22 hours of professional development for attending an Introduction to Canvas workshop, (1.5 hours), self-selected
Canvas workshops (7 hours), additional self-selected professional development for blended/online learning (7 hours),
and monthly mentor meetings (7 hours). The required documentation of professional development for attendance, three take-away  ideas, and one follow up action item were submitted.
 

22 Hours 

 

View Evidence 

What does/do the badge(s) look like?
Notice the OCIP branding, the NMSU color scheme, logo and brand voice,  legibility,  consistency across the badges (constellation), shape appropriate for faculty audience. 

 

 
       

 

What platform? These badges were created in Canvabadge using the templates and available color schemes.
How will be the badge(s) be displayed?  There's a Canvabadge plugin. So the badges will be awarded in Canvas in the New2Online professional development course and displayed in the user's Canvas profile.  

 

Digital Badges Platforms

Mozilla Open Badges   Free  Earn, issue & display badges from multiple sources on the Mozilla Backpack 
Credly   Free and Pro Levels provides branding 

Earn,issue, & display badges from Credly. Create your Credly page to display badges. Import and export badges, use your own badge designs. Link to additional evidence.  

Class Badges   Free   Earn, issue, & display badges.  More K-12 focused. A easily navigated badge catalog, lots of example badges, and curriculum integration ideas. 

BadgeStack, Canvabadge,

Achievements

Free context specific badging platforms  

BadgeStack Word Press plug-in

Canvabadge Canvas specific app

Achievements Blackboard specific app  

 

 

 

Digital Badges and 21st Century Learning 
 

Students   Teachers 

Technology and Common Core Standards 

Technology and Common Core Standards

Students who are college and career ready in reading, writing, speaking, listening, and language

use technology and digital media strategically and capably. 

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and

language use. They tailor their searches online to acquire useful information efficiently, and they

integrate what they learn using technology with what they learn offline. They are familiar with the

strengths and limitations of various technological tools and mediums and can select and use those

best suited to their communication goals.

 

Students who are mathematically proficient at various grade levels are able

to identify relevant mathematical resources, such as digital content located on

a website, and use them to pose or solve problems. They are able to use

technological tools to explore and deepen their understanding of concepts

(Common Core State Standards http://www.corestandards.org/)

"New technologies have broadened and expanded the role that speaking and listening play in acquiring and

sharing knowledge and have tightened their link to other forms of communication.  The Internet has accelerated

the speed at which connections between speaking, listening, reading, and writing can be made, requiring that

students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a

new  urgency for students to be adaptable in response to change."

 

“The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.

In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated

in a separate section.”

 

"Students need to be “self-directed learners, effectively seeking out and using resources to assist them, including teachers,

peers, and print and digital reference materials.”

(Common Core State Standards http://www.corestandards.org/)   

ISTE NETS-S
3. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of 

sources and media 

ISTE NETS-T

 3. Model digital age work and learning 

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, 

evaluate, and use information resources to support research and learning

 

 

2. Communication and collaboration 

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

2. Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools 
and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

 

4. Critical thinking, problem solving, and decision making 

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using 

appropriate digital tools and resources.

b. Plan and manage activities to develop a solution or complete a project

4. Promote and model digital citizenship and responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, 

intellectual property, and the appropriate documentation of sources

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

5. Digital citizenship 

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning 

5. Engage in professional growth and leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their

school and professional community by promoting and demonstrating  the effective use of digital tools & resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning 

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

6. Technology operations and concepts 

Students demonstrate a sound understanding of technology concepts, systems, and operations. 

          b. Select and use applications effectively and productively  

 

Framework for 21st Century Learning 

 Partnership for 21st Century Learning http://www.p21.org/our-work/p21-framework 

Curation Planning Questions

Seek, Sense, Share

1. Identify Goal
What is the value that self-directed learning can bring to your work?
What do you want to accomplish? 

2. Topics
What topics do you need to follow to reach your goal?
Don’t pick too many. Be specific

3. Seek 
What are the best sources to follow? Blogs, Web Sites, Individuals?
Less is more. Build slowly. Delete if no longer valuable
How will you build in at least 15 minutes a day to seek out information? 


4. Sense
When and how can you make the time for sense-making? 
How can you link it to a work task?
How will you integrate “sense-making” activities into your routine?

5. Share
Who are the most important people to share with?
What networks do you want to share with? Internal? External?
How often will you share?
How will you build daily sharing time that includes reading/commenting on someone else’s curated lists or posts?
How will keep a discipline to share only the best stuff? 

Contributions to http://socialmediafoundations.wikispaces.com/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License.  

 

 

 

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