Digital Literacy Badges
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Digital Literacy Badges
- 1. Leonie McIlvenny Digital Literacy in Secondary Schools: Badge your way to digital literacy competency
- 2. • How the ICT General Capabilities are being taught, monitored and assessed in a Digital Passport Program • Digital badging as a reliable means of capturing evidence of student learning
- 3. Year 7s Curriculum ICT GCs 1:1 Program Library Program IILP
- 7. A digital badge is an online representation of a skill you’ve earned usually in the form of an icon or symbol. What is a digital badge?
- 8. Gaming Badges What is the difference between traditional badges and digital badges? Traditional Badges
- 9. Open Badge Infrastructure – an interoperable standard
- 10. An Open Badge is a representation of an accomplishment that is available online and contains metadata that helps explain the context, meaning, process and result of an activity. What are Open Badges?
- 11. • Purdue Passport • Blackboard Open Badges Building Block • Wordpress Plugins • Open Badger (Mozilla) • Backpack • Credly Open Application Programming Interfaces (APIs)
- 12. ISSUER ISSUE DATE BADGE CRITERIA EVIDENCE BADGE ICON BADGE DETAILS EXAMPLE OF THE METADATA ATTACHED TO A DIGITAL BADGE
- 13. University Job TrainingOpen Learning DegreeSkill DISPLAYER: Personal / professional networks and Social Media VIEWER: University Qualifications (Degree) Lifelong Learning VIEWER: Employer Resume / portfolio / certification ISSUER: Any association Organization or institution wanting to award a badge EARNER: Individuals who earn the badges BADGES: Earned for skills, achievements from the institution issuing the badge DISPLAYER: web platform where badges are displayed – can be public or private Competency
- 17. Open badges can be awarded for a potentially limitless set of individual competencies, experiences, knowledge and skills, regardless of where or how those are developed. Collections of badges can serve as living transcripts or virtual resumés of competencies and qualities that communicate to key stakeholders such as peers, schools, higher education institutions, or employers. Gibson, Ostashewski,Flintoff, Grant & Knight,2013
- 21. This slide is static and does not animate.
- 23. Links to the ICT General Capabilities from the Australian Curriculum
- 24. Links to the ICT General Capabilities from the Australian Curriculum
- 26. Badge Reports
- 27. Badge Reports
- 28. SEQTA Learning Management SystemInspired Learning Website Course website
- 30. Iona Presentation College Skill DISPLAYER: Personal / professional networks and Social Media School VIEWER: Employer Resume / portfolio / certification ISSUER: Any association Organization or institution wanting to award a badge EARNER: Individuals who earn the badges BADGES: Earned for skills, achievements from the institution issuing the badge DISPLAYER: web platform where badges are displayed – can be public or private Competency
- 33. Badges can……… Allow students to guide their own learning Illustrate learning pathways Make learning visible for non- traditional and soft skills. Promote the concept that learning is a long term pursuit that can happen outside as well as inside formal learning institutions. This slide is static and does not animate. Transfer skills across industries
- 34. Digital Badges Time to adoption Horizon: Four to Five Years The Horizon Report
- 35. • Digital badges have been a boon for efforts to validate the acquisition of soft skills such as problem-solving, persistence, communication, and other attributes that are valued by employers. • The ultimate goal (of digital badges) is to develop a method of evaluation that will complement traditionally recognized credentials. • Currently, digital badging systems are gaining traction in many online learning environments including Khan Academy, with promising results. • “Passport to Success,” is a badging system that tracks achievements through grades K-12 and is implemented alongside a college readiness program.
- 36. Credentials Reform: How technology and the changing needs of the workforce will create the higher education system of the future by Jamie Merisotis • Learning will be the core measure of progress with students able to demonstrate what they’ve learned through dynamic platforms. • Today’s job seekers can possess everything from associate degrees and apprenticeships to occupational licenses and education certificates, all the way to digital badges and employer- based certification. • There is a drive to connect credentials from a variety of providers into one comprehensive and navigable system which uses a universal taxonomy. • For 21st century workers the digital resume should be seen as a reservoir of skills and competencies that have been accumulated over time from a range of providers and provides flexibility to manipulate and group competencies and skills as required by potential employers.
- 37. What to consider • Purpose • Stakeholders (students, school, future employers) • Audience (single or multiple) • Types of badges (hard skills, soft skills, progress, achievement • Lifecycle • Learning Pathways (linear / non-linear) • Implementation (who is responsible for creating, administering, assessing, accrediting) • User experience • Platform to be used / technology • Metrics and analytics
- 38. Where to from here…… • Aim for seamless integration without the need for a third party program outside the LMS • Continue to change the culture from badges merely being a glorified reward sticker to a legitimate and valuable credentialing system for skills and competencies. • Explore other curriculum areas that could benefit from the use of this digital credentialing system
- 39. Questions?
Notes de l'éditeur
- Good afternon everyone. My session today is going to be broken into two main sections. The first will be a description of the journey we have taken over the past 4 years to try and create a systematic and transparent approach to capturing evidence around digital literacy skills for our students. The second is how we have used the ICT General Capabilities as the main framework to identify the skills we want to teach. The third will explore the concept of digital badges and how we have attempted to use them as a credentialing system to capture evidence of digital literacy skills; and The fourth will describe the latest iteration in thie evolutionary process of merging badge technology into a fully online course
- To set the scene for the digital badge journey I just want to set the scene with the key drivers that got this process started. Year 7s were brought into the school We were a 1:1 school so there an expectation that we would start using laptos in innovative ways We began exploring the Australian Curriculum so fo us I the library we were looking at how what we did with information literacy skills aligned to this new curriculum The ICT Gcs seemed a good place to strat because of the alignment with our Inquiry model Amd We also wanted to formalise the IL program in the school – this had never been done before.
- So from these Key drivers we developed an integrated information literacy program after extensive workshopping with the staff resulting in this map that linked our Inquiry model with the ICT and CCT GCs from the Australian Curriculum. We then identifies graphic organisers, templates and web 2.0 tools that could be used to help develop these skills
- This resulted in the development of the Digital Passport which was a paper-based booklet that identifies the skills we were hoping to cover as part of our library program. We tied to work with other departments to see if they could strategically teach some of the skills and we manged to get Maths and SOSE to accommodate us
- About this time I was also doing some work at Curtin University and collaborating with David Gibson and Kim Flintoff. Thay had started to investigate the affordances of using digital badges in a University contetxt. This of course piqued my interest so I started to explaore what digital badges were and how thery might be used to capture evidence about learning.
- Gaming was as the forefront of digital badge innovation when it began using digital badges as a way of showing levels of achievement as the gamer ascended through increasing levels of difficulty. World of Warcraft is perhaps one of the most well known examples of this. Participants could log into their ‘gaming world’ and accumulate and showcase their skills as they mastered various levels. They could also compete with other gamers and ‘race to the top’ of the leader board. The badges were still however limited to the environment in which they were created – i.e outside the gaming world they meant little and could not be shared.
- When did Open Badges first appear? In 2010 Mozilla, in conjunction with the MacArthur Foundation, established the Open Badge platform and launched the Badges for Lifelong Learning. This competition awarded funding to a wide variety of organisations (e.g. NASA and Disney-PIXAR) enabling them to explore various ways that digital badges could be used to credential skills. The knowledge gained from this competition provided valuable information about the benefits, limitations and issues of using digital badges. Since then the technology and standards on which digital badges have been established has been driven by Mozilla who created the Open Badge Infrastructure. This was the first push to create / use badges as a way to recognise achievements or informal learning that happens outside of educational institutions i.e. to capture ‘soft skills’ or those that didn’t fit into current degrees (Catalano 2013). Open Badges can be awarded for a potentially limitless set of individual competencies, experiences, knowledge and skills, regardless of where or how they are developed. They are also intended to have a wider value outside the community of badge holders, which would differentiate them from the more internally focused badge systems that have been characterised by institutions such as the Scouts. (Goligoski 2012).
- So while I stated to explore digital badges I still didn’t feel that the effort it took was worth it in terms of the streamlining the capturing of evidence about skills taught and leaned by students. But then I found out about the concept of OPEN badges. An Open Badge, like previous iterations, is an indicator of an accomplishment, competence, skill, experience, knowledge or affiliation that is visually displayed online. There is, however, a significant difference with this new generation of badges as they contain embedded validation information or metadata, and can be verified (i.e. there is a link to the evidence to show competency). The metadata includes the badge description, the criteria for achieving the badge, issuer identity, and links that help explain the context, evidence, endorsement and meaning of the badge. This metadata is embedded inside the image and ties the badge back to how it was earned by the individual, and to the original issuer of the badge. Put simply digital badges contain information about what was learned, where it was learned, who learned it, and when it was learned, conveniently displayed in one place (Grant 2014). See Figure
- As far as our own journey we are still along way fro coming up with a seamless, easy to manage system. But here are three things we are looking to explore form now….
- How do digital badges work? Regardless of the provider, the essential elements and processes for creating, earning and showcasing open badges remains the same (See Figure 2) The Badge Issuer (an association, organisation or institution) identifies the skills; knowledge or qualifications they wish the earner to achieve then translates these into a series of criteria. They then design and offer certifiable badges online for people to acquire (with the associated metadata attached to the badge). The Earner – the individual who earns the badge (after meeting the criteria for the badge). Badges can be sourced from a range of issuers thus building a broad ‘platform of experience’ across a range of contexts. The Displayer – this is the platform on which they badges are displayed. It can be a personal profile, website, eportfolio, personal blog, social media site or community hub and can be private or public. Mozilla Backpack is one of the most familiar display platforms currently used. The Viewer – people, companies, institutions interested in viewing the qualifications and experience of the badge holder. The earner can orgnanise and present badges in a variety of ways dependent on the requirement of the viewer.
- Good afternon everyone. My session today is going to be broken into two main sections. The first will be a description of the journey we have taken over the past 4 years to try and create a systematic and transparent approach to capturing evidence around digital literacy skills for our students. The second is how we have used the ICT General Capabilities as the main framework to identify the skills we want to teach. The third will explore the concept of digital badges and how we have attempted to use them as a credentialing system to capture evidence of digital literacy skills; and The fourth will describe the latest iteration in thie evolutionary process of merging badge technology into a fully online course
- Now that we have started streamlining the program for Year 7 the next step is develop a scope and sequence of skills that shows progress through the various levels of competency in the ICT GCs. I had a go at this process by creating a website called badge your way to digital competency.
- This website started to look at ways that we could through progression through the various levels and across the domains and the way we did it was by standardising the shapes and colours of the badges.
- How do digital badges work? Regardless of the provider, the essential elements and processes for creating, earning and showcasing open badges remains the same (See Figure 2) The Badge Issuer (an association, organisation or institution) identifies the skills; knowledge or qualifications they wish the earner to achieve then translates these into a series of criteria. They then design and offer certifiable badges online for people to acquire (with the associated metadata attached to the badge). The Earner – the individual who earns the badge (after meeting the criteria for the badge). Badges can be sourced from a range of issuers thus building a broad ‘platform of experience’ across a range of contexts. The Displayer – this is the platform on which they badges are displayed. It can be a personal profile, website, eportfolio, personal blog, social media site or community hub and can be private or public. Mozilla Backpack is one of the most familiar display platforms currently used. The Viewer – people, companies, institutions interested in viewing the qualifications and experience of the badge holder. The earner can orgnanise and present badges in a variety of ways dependent on the requirement of the viewer.
- The latest Horizon Report Pages 44-45 of the NMC Horizon Report Digital Badges are describe how digital badges are paving the way as a new form of credentialling of what are considered soft skills Digital badges have been a boon for efforts to validate the acquisition of soft skills such as problem-solving, persistence, communication, and other attributes that are valued by employers.
- These are some of the key concepts identified in the HR. How are we doing?
- These are some of the key concepts identified in the HR. How are we doing?
- As far as our own journey we are still along way fro coming up with a seamless, easy to manage system. But here are three things we are looking to explore form now….
- As far as our own journey we are still along way fro coming up with a seamless, easy to manage system. But here are three things we are looking to explore form now….
- As far as our own journey we are still along way fro coming up with a seamless, easy to manage system. But here are three things we are looking to explore form now….