As presented at Kwantlen Polytechnical University in March 2015

1. Open Badges
Making Learning Visible
KPU Version
March 5, 2015
Don Presant
Presentation support page:
http://bit.ly/openbadges4he

2. Education à la carte
“She’s come undone...”
www.udacity.com/nanodegree

3. “The Ones That Got Away”
Study: Tracking completion misses the point!
WestEd Slideshare
Key Findings about non-completion of programs:
1. Many non-completers had significant earnings gains
2. Economic value: content vs. credential
3. Non-completers are “non-traditional” students
4. Unknown factor: value of 3rd party credentials

4. Gaps in preparation, perception
Lack of applied learning & soft skills
Hart Research Associates for the Association of American Colleges & Universities (AAC&U) January 2015
Applied Learning Soft Skills

5. Soft skills and workforce training
Canadian employer data via CERIC
Which soft skills are important?
Training - for technical skills or soft skills?
contactpoint.ca Environics data 2014 (n=500)
Small business: less soft skills training

6. Soft skills
Highly needed, little recognized
Workopolis-Mind-The-Gap

7. And is soft skills training effective?
Maybe not (and how will you know?)
elearningindustry jtemanagement.com

8. 70:20:10 Rule
Not all learning takes place in the classroom
deakinprime.com wikipedia.org

10. What Problem are We Solving?
Student Engagement ≈ Student Success
Value learning
outside the classroom
Track, measure & authenticate
Leadership
Community service
Athletics
Special interests
Specialized skills and knowledge
Evidence-based support
for further goals:
Academic
scholarships, awards, bursaries
transfer to senior college
community college to
university
graduate school
Employment
WBL/WIL, internships
placements, permanent jobs

11. Example
A transcript for graduate employability
ccr.utoronto.ca

12. Employability (Trent University, 2013)
“Employer Responses to the Co-Curricular Record”
Problem solving abilities, adaptability/flexibility, enthusiasm/dedication,
communication (written & verbal), personable nature, ability to learn, reliability
bit.ly/TrentU_CCR
Top Skills or Qualities
Types of activities
Interest in CCR as a document:
“Students should use the document as a tool for reviewing their co-curricular
experiences and reflecting on what skills/learning achievements were gained from
each.”
“Any relevant co-curricular experiences should be incorporated into the resume,
and potentially referenced in the cover letter.”
Longer-term commitments demonstrate a greater level of student investment;
leadership roles are valued.
minimal

13. Why not the whole story... online?
Academic
Transcript
Co-Curricular
Record
Experienced
Learning
Formal
Learning
ePortfolio
Accredited
Experiential
Learning
Degree
Courses
Thesis /
Capstone Project
Unapproved
Co-Curricular
Activities
Work
Experience
-past
-current
Open
Courses,
PD
Approved
Co-Curricular.
Activities
Personal Life
Experience
-past
-current
PLAR/RPL

14. “Paper Silos”
Issues with certification today
freedesignfile.com/92259
Transparency issues
 “Dumb” paper often needs other
documents, e.g. syllabus
 Proxy only – not the “whole story”
 Easy to forge
Physical issues
 Difficult to share, easy to lose
Recognition issues
 Lack of granularity
 Lack of context
 no links to supporting evidence
 Experiential learning not valued
 Lack of alignment, transfer,
articulation (“stackability”)

16. >75%
5 key learning outcomes:
critical thinking, complex
problem-solving, written and
oral communication and applied
knowledge in real-world settings
“It Takes More than a Major”
2013 survey of 318 employers
bit.ly/AAEEBL13_AACU
Association of American Colleges & Universities (AAC&U)
93%
Candidate’s demonstrated capacity
to think critically, communicate
clearly, and solve complex problems
is more important than their
undergraduate major
>80%
An electronic portfolio would
be useful to them in ensuring that job
applicants have the knowledge and
skills they need to succeed in their
company or organization

17. Your “Accidental ePortfolio”
Tracking your digital footprints – study
0% 10% 20% 30% 40% 50%
Use Google or other search engines to
research candidates
Research the candidate on Facebook
Monitor the candidate’s activity on
Twitter
Employers who would…
n = 2,775 US/Canada July 2013 cb.com/18xbgez
Some of the search activity happens
before candidates are even called
for a job interview.

18. eSourcing is Social
Employers want to find you
techvibes.com
Oct 2014

19. Is LinkedIn enough?
With ideas from: Does LinkedIn work as an ePortfolio?
PRO
Awareness
workplace focus (esp. North
America)
Evidence
Slideshare
Infographics
Videos,
Recommendations (?)
Social network
“Friend of a Friend”
Personal Learning Network
LinkedIn Groups
Timelines
CON
Flexibility
customization, segmentation alignment
to requirements/outcome
interoperability - feeding
to/from other sites
Archiving
file storage
Private modes
reflection, formative assessment,
mentoring
Learning frameworks
self-assessment, plans, rubrics, etc.
Audience
beyond white collar
older worker? (79% are 35+)
Ownership
Terms of Use, business model

20. Benefits of Learner Owned ePortfolios
Personal control and privacy
Not at the mercy
of social media
business models
educ6040fall10.wikispaces.com/ePortfolio
Public and private use
Archive
Reflective chamber
Showcase
Recognition tool
all in one package
Supports Recognition of Prior Learning
More flexible, shareable version of paper portfolios
Reduces wasteful repetition of training and education

21. Benefits of ePortfolios
Employer
acceptance
2015
AACU survey
aacu.org 2015
EVIDENCE OF SOFT
SKILLS IS KEY
e.g. “effective
communication, applied
skills, evidence-based
reasoning, and ethical
decision-making”
Designed for learning and development
More supportive, flexible than Web 2.0 tools; good for RPL
Personal control and privacy
Not at the mercy of social media business models
Integrated public/private use
Archive, reflective chamber, showcase, recognition tool

22. ePortfolio as PLE
Alan Davis – Kwantlen Polytechnic University
BC RPL Summit presentation March 2013

24. What are Open Badges?
Brief introduction
bit.ly/openbadges4tpd

25. www.britishbadgeforum.com/forums/showthread.php?t=7253
metronews.ca/
Origins of Badges
Authority
Badge Tracking Android App
Since pre-Roman times
Blue Light
Achievement
Affiliation
Skills
Military
Scouting
Heraldry

26. Digital Badges
Gamification, engagement, “recidivism”
earnyourwings.aircanada.com www.redcritterconnecter.com

27. A digital representation of an accomplishment, interest or affiliation that is visual, available online and
contains metadata including trusted links that help explain the context, meaning, process and result of an
activity.
As an open artefact, the earner can present the badge in different contexts from which it was earned.
What is an Open Badge?
Micro-credential - modular record of learning
Clear progress markers
motivating learners,
supporting advisors
Flexible learning pathways
granular, incremental, multi-
source, laddered, remixable
Visual branding
issuers and earners
Online trust system
demonstrate skills &
capabilities
proof of performance
backed by issuer

28. www.badgealliance.org/why-badges/
A skills ecosystem
Open Badges, micro-portfolios in social networks
Going digital
helps…
separatingcombiningassessing aligning
“valorising”validatingsharing searching

29. Open Badges & Social Media
Curated in ePortfolio
Interactive criteria
Pulled from Backpack
LinkedIn Profile
Facebook timeline

30. What is an Open Badge?
Different perspectives…
“…a simple digital standard for recognizing and
sharing achievements, skills and performance.”
SUMMATIVE
ASSESSMENT
A micro-credential
A discrete record
in a modular
transcript
TECHNICAL
DESCRIPTION
A portable graphic
with an embedded
description and
links to supporting
information
FORMATIVE
ASSESSMENT
A reward for
positive (prescribed)
behaviour
A marker on a
development path

32. Some uses of badges
can be combined...
Recognize Status
Reputation
Group affiliation
transformingassessment.com/TA_webinar_5_mar_2014_Simon_Cross.pdf
Keep artefacts
Souvenirs of
experience
Motivate learning
“Game mechanics”
Set goals (missions)
Track progress
Set goals
Learning pathways
Assess &
Recognize Learning
Formal, non-formal,
informal
Fill recognition gaps
not currently well-
served

33. Simple, versatile, agnostic...
Small pieces can build powerful systems
Julian Ridden

34. Open Badges and Gamification
Some similarities, some differences
Game mechanics Open Badges
Points (xAPI), sub-badges
Levels Milestone badges
Quests Badge pathways
Mastery Competency
Bonuses, “easter eggs” Stealth badges
Leader boards Social networks
Formative Formative & summative
Internal recognition External recognition

35. ADULT
YOUTH
Open Badges: Lifelong, Lifewide Learning
LOW
STAKES
HIGH
STAKES
Volunteer
Experience
Work
Placements
After
School
Programs
Classroom
Engagement
Workplace
Engagement
Personal
Learning
MOOCs
Co-Curricular
Record
Workshops
P/T &
Summer
Jobs
Admission to
Higher Ed
Admission to
Post Grad
Schools
Job Hire
Conferences
Recognition
of Prior
Learning
Employability
Portfolio
Career
Transition
Communities
of
Practice
Memberships,
Affiliations
Awards,
Achievements
Team
Building Professional
Credentials
“Soft”
Credentials
Red Cross,
Cadets,
Scouts,
etc.
E-learning
Courses
Formative
Feedback
Awards,
Achievements
Continuing
Education
Employee
Development

36. OU’s OpenLearn
Badged Open Courses – “pipeline tool”
Starting with 5 open courses
Badges:
“Statements of
Participation”
“does not carry any formal
credit towards a
qualification as it is not
subject to the same rigour as
formal assessment.”
1. Taking
the first
steps into
higher
education 2. Succeed
with
learning
3. Succeed
with maths
– Part 1
4. Succeed
with maths
– Part 2
5. English:
skills for
learning
Not MOOCs –
perpetually open
open.edu/openlearn/

37. Purdue University
Balancing Badges with Grades

38. Digital Badges add value to Grades
Purdue University
Open Badges Grades
Learner control over presentation
and “ownership”
A-F grading system focuses on
sorting-based assessment and can
be opaque.
Transparency of learner
attainments and mastery
Grades are not always indicators
of actual skills/knowledge
(Often) provide specific evidence
for learner attainments from life-
wide contexts
Do not explicitly address informal
learning
Adapted from Bill Watson, PurduePoly 2014 (YouTube )

39. Leveraging learners’ badge-earning pathways to:
 assist issuers in improving their instructional design
 scaffold learners’ reflection over the learning process
https://sites.google.com/site/obie2015ws/
“From Learning Evidence to Learning Analytics”
Some suggested topics:
Impact of different badges on learner engagement
 e.g. participatory badges vs. assessment-based badges
Combining OBs with other recent initiatives
 e.g. xAPI, LRMI
Examining learning ‘pathways’ that emerge in large scale OB initiatives
Using semantic technologies on badge metadata

40. How do
Open Badges support
recognition?

41. Lipscomb University/Polaris
Fortune 500 Competency Performance Model
www.lipscomb.edu/professionalstudies/core-for-employers
“CORE measures 15 competencies on a badge system, which is based on a nationally respected and
Fortune 500-proven competency performance model—the Polaris Assessment System. Companies
already utilizing this system include Nike, PetSmart, Disney, Mars, Wendy’s among many others.”

42. Deakin University
Badges for Employability Soft Skills
t.co/ior8y5pbqe

43. Recognizing Co-Curricular Learning
University of Michigan

44. “If you add up all the time undergraduate students spend in
their four years at college, only about 8 percent of their time is
on the curricular, and 92 percent is on everything else.
....the light really went on when we saw how well the service
learning students picked up on this opportunity to earn badges
and showcase them in their eportfolios, at the same time truly
highlighting, as never before, their co-curricular experiences.”
G. Alex Ambrose
Professor of Practice, Associate
Ass. Director of ePortfolio Assessment
Kaneb Center for Teaching and Learning
University of Notre Dame
Showcasing the Co-Curricular
ePortfolios & Open Badges at Notre Dame
campustechnology.com

45. Community Learning for Educators
educause
Community Service Communications
Leadership Development
Awards
Subject Matter
Development

46. Badging Health Professionals
Continuing Professional Development
http://www.paincommunitycentre.org/cpd/badges

47. Madison College
Badging non-credited Continuing Education
madisoncollege.edu/badges
Strategic Objective:
Creation and promotion of
innovative, market-based
credentials in credit, non-
credit and customized
programming (i.e. Badges)
“There are 120 badges to be rolled out this summer
(2014).”

48. 430,000
employees
worldwide
Make it “cool”
Make certification more
engaging
Help business lines &
regions develop & share
expertise
The challenge for this “leading technology multinational”
Talent pipeline
(identifying
candidates
with challenges)
Pre-onboarding
(signing bonus
if they earn the
badges)
Early PD and
achievements
(e.g. 1st client
engagement)
Two badging streams,
one holistic picture:
Formal certification
(with hard endorsements)
Informal, agile, emergent badges
that build credibility over time
The developing solution: Badging the career lifecycle
Developing a Global Workforce
Badging the Career Lifecycle
Cross-fertilization with other systems
Universities, learning providers,
business partners, clients, competitors
Discoverability
Learning opportunities
Expertise within IBM
The vision: a new talent ecosystem

49. Badging CTE: City and Guilds
TechBac: Open Badges, online CV’s
bit.ly/1uBCju4

50. What’s happening in
Canada?

51. Emerging in Canada
Early Adopters (#badgeCAN)

52. George Brown College
Research and Innovation (in progress)
Types
of Applied
Research
Components
of Applied
Research
Applied
Research
Methodologies
Integrity
&
Conduct
Literature
Search
Strategies
Accountability
in
Collaboration
Networking
& Knowledge
Transfer
R&D Policy
and
Procedure
Entrepreneurship
APPLIED RESEARCH COMPETENCIES FIELD EXPERIENCE

53. Open Badges at UBC
Low stakes exploration, experimentation
Digital Tattoo
By students for students
Internet identity
Video Game Law
Stealth badges for
online engagement
Master of Ed Tech
Students as course
content authors
Entrepreneurial role play
badges.open.ubc.ca

55. Demand-Driven Talent Pipelines
New employer-centred “pull-based” approach
Employer = End Customer
Managing the Talent Pipeline: U.S. Chamber of Commerce Foundation, 2014 t.co/ZGuZu4nWTq

56. What manufacturers want
The Manufacturing Institute
youtu.be/VEgwJwrK3qQ

57. Project-based
STEM learning
Learning programs
and competitions
Breaking the log-jam
US Manufacturers Now Credentialing Educators
The ‘M’ list for educators
 Industry standards defined by manufacturers,
certified by 3rd party bodies
 Academic institutions apply to be recognized
 Certifies students, instructors, programs
 Certified by both institution and industry
youtu.be/VEgwJwrK3qQ NAM Endorsed Certifications
High school structured programs
Skills USA Project
Lead the Way

58. The M List
NAM Endorsed Certifications for US Colleges
themanufacturinginstitute.org
Endorsed by employers...
Laddered
Modular

59. US Manufacturing Pipeline
Skills “currency exchange” for veterans
usmanufacturingpipeline.com/

60. Open Badges and Veterans
Skills Crosswalks and Modular Gap Training
getskillstowork.org/

61. Workforce vision: Open Badges
City & Guilds (UK vocational qualifications body)
bit.ly/pipeline-CandG

62. Badge Pathways
Mozilla “Discover” (Gates funding)
http://discover.openbadges.org/

63. “The Ones That Got Away”
Study: tracking completion misses the point!
WestEd Slideshare
Key Findings:
1. Many non-completers had significant earnings gains
2. Economic value: content vs. credential
3. Non-completers are “non-traditional” students
4. Unknown: value of 3rd party credentials
Implications for Open Badges:
1. Badge sub-skills for employability
Identify discrete sub-skills within a larger program of study
that are valuable in the workplace
2. Badge individual program outcomes
Quantify the value of short-term course-taking: granular
measurement of program quality

64. Open Badges in the Workplace
Professional development framework in NZ
Software testing company
350 badges issued to 150 staff
SELF-DIRECTED WORKFLOW
1. Choose badge goal
2. Complete self-assessment
3. Create Badge Learning Plan
4. Request manager’s approval
5. Complete the appraisal
6. Attend confirmation
interview
7. Receive badge
Aligned to SFIA
(Skills Framework for the
Information Age)
93 skills, 7 levels (using 3-6)

65. Personal Learning Networks
Learning never stops
Alec Couros 2010

66. Exciting new project
Humanitarian PLE across the career lifecycle

67. Career
Pathways
Humanitarian PLE across the career lifecycle
Talent
Pipeline
Recruitment
Induction
Formative Assessment
Gap Training
Team Building
Performance Management
Talent Management
Experience
Achievements
Professional Development
Career Development
Leadership
Development
SME Specialization
Career Change
Outplacement
External
Performance
Support
Google, YouTube
External repositories
Coaching
and
Mentoring
Other External Learning
MOOCs, Open Ed Resources,
Personal Learning Network,
Communities of
Practice
Other
Humanitarian
LMSs such
as:
OCBA
OCG
Academic
recognition?
New
Mission?
New
MSF role?
New
Career?
O p e n
B a d g e s
OCB
Other
MSF LMSs
such as:
HRIS/ERP
Systems
Performance
Management
System Talent
Management
System
Skills
Marketplace
Demand
Supply
Badge
Passport/
ePortfolio
External
Recognition

68. Filtering
new hires
Open Badges & workplace learning
Benefits for employers
Building skills
passports,
eportfolios
Assembling
teams,
building
organizational
portfolios Developing
careers,
grooming
talent
Recognizing
informal
learning
Brokering
external
training
Tracking
internal
training

69. What does
all this mean?

70. Open Badge Ecosystem
Open skills exchange – modular, flexible, interoperable
Mozilla Backpack
Store, Share, Display
Open Badges
Open Badge Issuer
Create, Issue, Manage
badges
Local Backpack
Storage & Display
badge passports
“micro-portfolios”
badge communities
store, share, connect
Open
API
Open
API
Global Badge Community
Issuers, earners, consumers
Open
API
Issuer
Groups
Earner
Passports
Open
APIs
eLearning
Platforms
ePortfolio
Platforms
Community
Platforms
Drupal
(CMS)
Other possible plug-ins
Open Learning
(OER, etc.)
ePortfolios
Personal
Websites
Communities
of Practice
ERP/HRIS
Other display alternatives
Job portals
LMS
SAP, Oracle
(ERP/HRIS)
LinkedIn,
Facebook
Talent
Management

71. Pearson VUE: Acclaim
If Pearson is getting into badges.…
bit.ly/1nJFBaY
Acclaim’s unique approach…is to
work with academic institutions
and high-stakes credentialing
organizations to offer diplomas,
certificates and other
professional credentials as Open
Badges.
blog.youracclaim.com/

72. Exploring Badges for Apprentices
Modular ePortfolio - portable “skills passport”
Formative or summative?Useful or bullet-proof?
Assertion with evidence
NOA - Blocks, Tasks, Sub-tasks
Open Badge application
Evidence travels with the badge
Assertion validated by expert Issue Open Badge
Logbook (in theory…) Badge Passport
Learning Plan Badge Pathway
Independent Authentication
Third party endorsement
(Coming addition to OB standard

73. How do I get started?

74. Wait - Are Open Badges for You?
Some questions to ask
Behavioural goals?
Redeemable worth?
Worth the effort? Filling a void? Marketing ROI?
Value add?
Champions?
Sustainability?
What would your badges “buy”? Have you talked to employers?
Internal leadership? Professional bodies? Employers ?
Cost structure? Who will maintain & improve it over time?
Engagement, feedback, recognition, development? Skills frameworks?

75.  Make/adapt your own (FOSS)
 License & install proprietary SW
 Software as a Service
Getting started
DIY versus Supported
 Explore: earn a badge, display it
 Immerse: research, LPP (lurking) in badge community
 Experiment: design a badge, design a small badge system
 Pilot, build internal support, implement, maintain and improve
Badge Canvas
Design Principles Card Deck
Do It Yourself
 Workshops: awareness, train the trainer
 Design & implementation support
 Technology support
Supported
Technology choices

76. Open Badges for education
Intersection of open systems & badging
Research in
Learning
Technology
Vol 22 (2014)
Open
production
Open access
Open
appropriation
(interpretation)
Badges as
motivator
Impact of issuer
identity on learner
motivation?
Impact of badge
visibility on learner
motivation?
Impact of different
audience
interpretations on
learner motivation?
Badges as
pedagogical tool
How can
stakeholders find
& evaluate badges
to earn and
consume in a
diverse ecosystem?
Ways of supporting
learners as they earn
badges in open
environments? Does
openness help or
hinder? (bazaar vs.
church)
Ways of supporting
learner navigation
decisions through
personalized badge
pathways in
heterogenous
environments?
Badges as
credential
Impact of issuer
identity on badge
credibility?
Impact of badge
visibility on credibility?
Adaptability of
interpretation
across audiences?
Impact of audience
on badge
credibility?
Adapted from: www.researchinlearningtechnology.net/index.php/rlt/article/view/23563

77. For discussion
Barriers?
Where? What?
How?
Potential fit
with the
institution?
Drivers?
Alternatives?
Early steps?

78. Presentation support page:
bit.ly/openbadges4he

79. don@learningagents.ca
Twitter: donpresant
ePortfolio: donpresant.ca
Savvyfolio.net
bit.ly/openbadges4he