For a while we treated this as a design principle for recognizing learning. This dilemma was embodied in the distinction between (a) integrating badges into an existing curriculum and (b) creating a badge system and a curriculum at the same time. We conclude by introducing a dilemma we faced in this process. In a few projects, badges were used as a supplement to a formal grade for in-school experiences. Currently, only a couple of projects have successfully created partnerships that allow a badge to directly result in formal academic credit. This of course greatly increases the value of the badge for badge earners. Generally speaking, these badges were used to recognize the educators’ participation in the broader learning ecosystem.ĩ. These were sometimes that same as the badges for students and other times they were specific to the educators. This is a different principle that relates to the several projects where additional badges were included alongside student badges. Some of the projects awarded badges specifically to educators. While many projects did not explicitly discuss whether or not their badges would expire or require upgrading, a few made strong cases for learners being able to have permanent credentials that will always exist to recognize that specific skill, knowledge, or experience.Ĩ. Sometimes the expert held an external credential, while other times the expert was credentialed by the community some projects include both.ħ. But the nature and role of this expert varied quite a bit, as did that way that the expert was him or herself credentialed. At some level, some expert is associated with issuing badges. Having experts issue badges increases the credibility of the badge and likely influences the usefulness of the credential outside of the issuing community. Highlighting the relationship between recognition and assessment, the formality of this alignment was usually defined by the formality of the assessment practices involved.ģ. Some of these standards were more formal such as, the Common Core State Standards, while others were the less formal such as "21st Century Skills." Sometimes the alignment was very formal but other times it was very informal. Alignment to standards is presumed to improve transparency of the credential and help to facilitate better communication of earner knowledge and skills. Many of the projects used national or international standards to increase the external value of the badge. Alternatively, some projects allow for a more learner-directed process that encourages students to create their own trajectory.Ģ. Most of the projects used badges to organize curriculum and learning experiences by either determining levels of badges or offering meta-badges.
Our Process for Identifying these Principlesġ. These differences then have consequences for assessing, motivating, and studying learning. The way that learning is recognized and who recognizes it also varies. The different DML projects recognize various types of learning. For example, while a Girl Scout badge is technically a credential, few would call it that. In more formal educational contexts, this practice is usually called "credentialing." We are using a more general term of “recognizing” to emphasize that many of the practices for recognizing learning with badges are more informal. As succinctly put by Mozilla's Carla Casilli and Erin Knight in their EDUCAUSE Brief, "badges signify accomplishments such as completion of a project, mastery of a skill, or marks of experience." An important distinction here was made by David Wileywhen he pointed out that "badges are not assessments…badges are things we award to people who pass assessments.” First and foremost, digital badges serve to recognize some learning or accomplishment.
0 kommentar(er)
