The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design

The virtuous triangle – how to
make Open Badges, Mahara and
Moodle work together for a
better curriculum design
Mahara Moodle Meetup 2015 - Adelaide
Dominique-Alain JAN
@dajan | djan@mac.com
Leader of the French Mahara community
TEL Lecturer at Lausanne University for Teacher Training

Plan
1. About badges and eP
1. (Open)Badges and eP – an old
story
2. Badges vs eP
2. Managing Badges
1. Creating / Issuing / Managing
badges
• Moodle vs Open Badge Factory
2. Mozilla Backpack or/and Open
Badge Passport
3. How the virtuous triangle works
4. How this can improve the
curriculum design?
1. About badges
1. Anatomy of a Badge
2. Workshop on designing a badge
2. Managing badges
1. Workshop on OBF
2. Workshop on Passport
3. How the virtuous triangle works
1. Workshop with LearningDesigner
2. Workshop with Compendium LD

About Badges and eP
The virtuous triangle – Moodle Mahara Open Badges

(Open)Badges – an old story
• Claims:
• We have been using badges for a long time already
• Medieval blazon
• Army flags
• Tartan
• Badges are polymorphic
• Badges can be serious

« The aim of Open Badges is to allow anyone to build and
manage a portfolio of assessments and certifications of
what has been acquired through lifelong learning, as well
as formally and informally during leisure activities,
independent learning, or through charitable activities »
Denis Lamontagne (2011)
« Open Badges : une initiative
pour la reconnaissance des compétences tout au long de la vie », 20/09/11
accédé le 30/05/14 [http://cursus.edu/article/17545/
open-badges-une-initiative-pour-reconnaissance/]

Open Badges Movements
• Human badges project
• Europortfolio.eu
• Open Badges Europe
Serge Ravet
@szerge
Eric Rousselle
@eric_rousselle
Dominique-Alain Jan
@dajan

OwnerIssuer
Evidences
I am validating your skill…

OwnerIssuer
Evidences
… of knowing how to do this…

OwnerIssuer
Evidences
…on the basis of these !

OwnerIssuer
Evidences
My validation is also
represented by this !

OwnerIssuer
Evidences
The Badges are a HUB

People sharing the same
Badge / Pathway / Location
Issuer
Evidences

Social NetworkIssuer
Evidences

Social NetworkIssuer
Evidences
Skills
Values
Attitudes
Knowledge

Social Network
Evidences
Semantic Network
Issuer

Social Network
Evidences
Semantic Network
Formal / Informal

ePortfolios vs Open Badges?

ePortfolio adoption
The NES (NHS Education for Scotland) ePortfolio has grown rapidly since
its inception in August 2005 and now comprises over 20 versions for
over 35,000 healthcare trainees within Scotland (Nursing, Midwifery,
Dentistry and Pharmacy), across the United Kingdom (Medicine), and
the Republic of Ireland (Medicine)
Source : http://guide.nhseportfolios.org/walkthrough/Home.aspx

Not everyone supports ePortfolio
I started this petition because I believe the ePortfolio is a complete waste of time and
effort for all Clemson students. I…]. Like most all of my classmates, I put work into my
classes and receive grades, as I should. It is as simple as that. Why should we be required
to create a portfolio that just reiterates the fact that we have completed a course? Why
should we be submitting work to an online portfolio that does not give us any credit? We
have to complete this to graduate? If I have achieved good grades and completed the
courses necessary, I should be well on my way to graduating. The ePortfolio only creates
another task for students to worry about, a task that accomplishes nothing. I wrote an
essay for my English class, I got an A on it, that led to me receive an A in the course, and I
successfully earned those credits. Nowhere in there do I see a gap that must be filled in
with an ePortfolio. Many of us have friends at other prestigious universities. Not once
have I heard of an ePortfolio assignment from any of them. I firmly believe that
eliminating the ePortfolio at Clemson University will truly enable students to be more
focused on their actual coursework and have a more positive mindset about school. […]
Jamie Harding started this petition Petition Closed 2,954 supporters target 5,000
Source : https://www.change.org/p/clemson-university-eliminate-the-eportfolio

Not everyone supports ePortfolio
• ePortfolios – 7 reasons why I don’t want my life in a shoebox
http://donaldclarkplanb.blogspot.com.au/2011/03/e-portfolios-7-reasons-why-i-dont-want.html
• Bollinger (2010) Student perceptions of ePortfolio integration in online courses
• Tosh (2005) Engagement with electronic portfolios: challenges from the student perspective
• Shroff (2011) Analysing the technology acceptance model in examining students’ behavioural
intentions to use e-portfolio systems
• Tzeng (2011) Perceived values and prospective users' acceptance of prospective technology: the
case of a career eportfolio system
• Jan (2015) ePortfolio trained graduates in the workplace: are they significant users of ePortfolio
features at the start of their careers? [paper to be delivered at ePIC 2015]
• …

Managing Badges within Mahara

Design
Manage
Issue
Revoke
OverridesMoodlebadges
Assignment
SendstoMozillabackpack
Import badges
Badgedisplayer
Semantic
Network
Social
Network

How can the virtuous triangle
improve curriculum design?

The methodological framework:
Activity Theory – the human activity model
Any theory of learning must answer at least four central questions:
1. Who are the subjects of learning – how are they defined and located?
2. Why do they learn – what makes them make the effort?
3. What do they learn – what are the contents and outcomes of learning?
4. How do they learn – what are the key actions of processes of learning?

Instrument
Subject
Rules Community Division of labour
Object  Outcome

Instrument
Subject
Rules Community Division of labour
Object  Outcome
Instrument
Subject
RulesCommunityDivision of labour
Outcome  Object=
?
Educators Students
Boundary object

One Case Study
• Context:
• HES-SO: Higher Education institution for Healthcare training in Fribourg
(Switzerland)
• New syllabus for trained nurses to become heads of department in hospitals
• Master degree
• Face to face training (1/3) – online training (2/3)
• 240 credits ECTS  coursework + personal work
• TEL
• Moodle
• Mahara
• mandatory to present a reflexive and personal work at the end of the training (3 years)
• PLE
http://www.heds-fr.ch/fr/Pages/default.aspx
https://vimeo.com/69882471

One Case Study
• Example of one instruction given to students
• At the end of year three you must submit your portfolio for evaluation. This
must contain:
• the personal and reflexive journal you have written alongside your three years of
training
• two evidences of attainment for each of the sixteen main skills
• your personal biography
• This portfolio represents 30% of your final mark

My questions about that
• What is reflexivity in your context?
• Do you train students to have reflexive practice or do you take this for
granted from their previous background?
• Will you train students to acquire eP practices?
• Will you train students to use Mahara?
• What in your view constitutes a good evidence for inclusion in someone’s
eP?
• Will you train students to improve their digital literacy?
• …
• Have you all agreed on what the 16 skills you have to assess are?

The Deep Learning approach
LMS
Informal Knowledge
Personal skills
Experience
“Soft skills”
PLE
Goodyear (2003)
Formal knowledge
Keys and common concepts
Institutional training - “Hard skills”
ePortfolio

One of the 16 skills: Reflexive practice
• What is reflexive practice?
• Brainstorming  7 people  8 interpretations
• Decision:
• First: we create a badge on reflexive practice
• At the end: we create 3 badges on reflexive practice
• 3 levels
• One for each year
• Acknowledge students’ progress

(1) Reflexion (2) Design (3) Implementation
Process
What?
For Who?
How?
Result:
Intellectually
• A comprehension of the skill
• An agreement on the “boundary object” (Popper)
• Reification (Wenger on CoP)
Practically
• An agreement on the competences that contribute to
acquire the skill
• Competences are simpler to assess
• An agreement on the activities to develop for training
the students (Bloom’s taxonomy)
Technically
• The decision on what settings and tools that must be
set up for the tasks/activities (multiple / single
journal, forums, group pages, …)
Badge

Process
Badge
http://learningdesigner.org/

Process
Badge
http://compendiumld.open.ac.uk

Process
Badge
(1) Reflexion (2) Design

Process
Badge
Template Group page PLE
Activities
• Forum
• Wiki
• Database
• Assessment
• Workshop
• …
Resources
• Page
• File / Folder
• Book
• URL
• Label
• …

Conclusion
• The introduction of Open Badges has improved a situation where
• Students were confused
• Teachers didn’t agree on definitions of skills, or quality standards
• The design of activities was not in relation with the skills
• By
• Clarifying the objectives (reification, boundary object, Bloom’s taxonomy,…)
• Helping in the design of clear evaluation criteria
• Providing an acceptable learning curve in eP practices
• Giving mentors time to feel comfortable with TEL and eP

Creating a badge in Open Badge Factory
(OBF)
• Access the website  http://openbadgefactory.com
• Username: obfdemo+nn@gmail.com (remplace nn by your number)
• Password: 12345

The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design

The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design

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