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WHAT ARE YOUR LARGER CONTEXTUAL FACTORS

Audience (earners, viewers)?

Educational setting (standards, accreditation, etc)?

Resources (budgeting for badges, staffing, etc)?

Assumptions about learning (empiricist vs. constructivist vs. connectionist?)

Starting point (Technology + content + badges)

Other factors

WHAT LEARNING WILL BE RECOGNIZED?

Recognition Purposes

Formal recognition (accredited)

Requires formal summative assessment
Semi-formal recognition
Non-accredited contexts
Informal recognition
Supports connected learning

Crowd-sourced recognition
Supports connected learning
May happen unintentionally in networks

Align badges to standards

Use standards internal to community
Use national or international standards
Use community and national/international standards

Use badges to map learning trajectory

Level badges
Provide routes or pathways

Have experts issue badges

Credentialed via external accredited entity
Credentialed via community
Credentialed via accredited entity and community

Seek external backing

Externally endorsed
Externally valued

Recognize diverse learning

Use badges as a means of external communication of learning

Determine lifespan of badges

Never expires

Recognize educator learning

Award formal academic credit for badges

Promote discovery
Discover learning opportunities
Discover learners

Principles for Recognizing Learning from the DPD Project

HOW WILL LEARNING BE ASSESSED?

Assessment Purposes & Functions

Summative
Avoid deformative effects
Direct instruction, rubrics
Formative

Avoid negative conformative effects

Engage in feedback conversations
Transformative
Balance summative & transformative functions
Learning ecosystems are dynamic spaces that foster connected learning
Assessment is ongoing

Principles for Assessing Learning from the DPD Project

Use Leveled Badge Systems

Competency levels
Meta-badges

Hierarchy of badges
Enhance Validity with Expert Judgment
Use AI Tutors
Use computer scoring systems
Use experts
Use computers and experts
Give experts badges
Use Performance Assessments
Involve Students in Learning Pathway Design
Use Mastery Learning
Judged by computers
Judged by Humans and computers
Align to Standards
Internal
National/State
Common Core
Use e-Portfolios
Open to public
Local to community
Foster discussion around artifacts
Use Rubrics
Specific to artifact or assessment
Generic rubrics
Use Formative Functions
Peer feedback
Expert feedback
Peer & expert feedback
Recognize Educator Learning
Combine Hard/Soft and Collaborative/Individual

HOW WILL LEARNING BE MOTIVATED

Motivation Functions and Purposes

Reinforce (and discourage) behavior

o Extrinsic incentives
o Most appropriate with procedural and factual knowledge in expository contexts
o
Motivate individual engagement
o Intrinsic incentives, choice, new opportunities

o Ideal for conceptual learning in constructivist contexts

o
Motivate social engagement
o Recognize socially-valued learning
o Ideal for contextual and consequential learning in connectivist contexts.
o

Principles for Motivating Learning from the DPD Project

Give value outside of badges.

o Badges are recognized by outside agencies as academic credit, or for the skills that the
badges themselves represent.
o
Display badges to the public.
o Badges are displayed to the public either automatically or by choice.
o
Set goals.
o Help learners set goals and visualize their accomplishment.
o
Provide privileges.
o Learners receive privileges upon earning badges.
o
Recognize identities.
o Badges are awarded to recognize learners identities within the program.
o
Engage with communities.
o Badges are awarded to learners who engage with their community.
o
Support collaboration.
o Some badges are awarded for group accomplishments or to individuals for having a role
in group collaboration.
o
Foster Competition.
o Scarcity and point systems create competition.
o
Recognize different outcomes.
o Badges recognize different skill sets

WHERE WILL YOU START?

(For more info Google Grant 5 Buckets for Badges)
Badge ecosystem elements
o Educational content
o Badges for learning
o Technology for issuing badges
Sheryl Grants Five Buckets
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NEW: All new

INTEGRATED: Start with tech
LAYERED: Start with tech and content
RESPONSIVE: Start with content
BADGE-FIRST: Start with badges

SIX QUESTIONS TO ASK YOURSELF

(For more info Google Hickey Six Questions Evolllution or
http://www.evolllution.com/program_planning/recognizing-supporting-andattracting-adult-learners-with-digital-badges/)
1. What learning FUNCTIONS will your badges serve?
2. How will you ASSESS learning?
3. How will you VALIDATE the evidence in your badges?
4. What THEORIES of learning will you embrace?
5. How are you going to REFINE your badges?
6. How are you going to PROTECT your earners?

WHERE TO GO FOR INFO AND COMMUNITY

HASTAC https://www.hastac.org/collections/digital-badges
Working Examples http://www.workingexamples.org/ search DPD
Mozilla Open Badges: http://openbadges.org/
Badges Summit 2014: http://www.reconnectlearning.org/summit/