implementing open badges in three preservice teacher education programs 2015
TRANSCRIPT
Boise State
Timothy NewbyPurdue University
Daniel L. Randall Richard E. West
Brigham Young University
BYU Purdue
Implementing Open Badges in ThreePreservice Teacher Education Programs:
Challenges, Lessons, and Opportunities
Chris HaskellBoise State University
AECT 2015
Merit Badges and Digital Badges
Merit (Physical) Badges
Digital Badges
- Acknowledge accomplishment- Display skills gained- Motivation
Same Benefits as physical badges -Typically not sharable -
Gamification -
Khan Academy Badges (not Open!)
Retrieved from https://www.khanacademy.org/badgeson 11/30/13.
Open Badges
Open Badges
Same Affordances as Digital Badges, Plus: - Uses Open Badge Infrastructure (OBI)- Display badges via web- Metadata (Criteria and Evidence links)
Open Badge Metadata
Mozilla Backpack
Backpack Collection
Multiple collections can be created.
Collections can remain private or can be made public and shared.
Mozilla’s Vision of Credentialing
Learn and gain skills in formal and informal settings
Collect and Display Badges
New Opportunities & Lifelong Learning
Value of Badges in Credentialing
CC BY-SA Class Hack http://classhack.com/post/39932478440/indianajones
A badge is only as good as:
The criteria (rigor/weight) attached to it.
The process used to evaluate the learner’s work.
It’s value to students and/or stakeholders.
Badge Inflation
CC BY-SA Class Hack http://classhack.com/post/50915858999/carpetbadging
Mass awarding of badges with little or no assessment of work.
Or criteria is so easy and short everyone earns the badge.
Often happens as a part of gamification.
“Carpet Badging”
Purdue: Tim Newby
Evolving with badges…
• Background from Fall 2014
– EDCI 270 (Intro to Ed Tech)
– Passport
EDCI 270 Badges
Fall 2014 Lessons Learned
• Designer’s viewpoint– Passport
• Ease of design and integration
– Instructional (scenario-based) badges– Timely feedback challenges
• Student’s viewpoint– Overwhelmed
• New badges constantly introduced• Poor skills with scheduling their time on badges
– Difficulty with concept of mastery
Spring 2015 – 1st Evolution
2014 Lessons learned
• Overwhelmed– New badges constantly
introduced
– Poor skills with scheduling their time on badges
• Difficulty with concept of mastery
2015 updates
• Badges set and scheduled – Feedback deadlines
– Bulk due dates
• Discussions about benefits of feedback and mastery learning
Spring 2015 – Research
• Research study– Traditional vs. Badge sections
• Pre-post course survey on perceived effectiveness• Comparison of project grades• Focus group analysis
• Research questions1. Are the badges perceived to be as effective as the
traditional projects for learning the key course concepts and skills?
2. Is the overall quality of the course projects similar for both the traditional and the badge sections?
Pre-Post Course Participant SurveyPre-post course ratings of perceived abilities to:
– Describe digital literacy and explain how it impacts 21st
Century skills.
– Access, retrieve, annotate, and properly cite research articles.
– Plan and develop an individualized learning module that effectively integrates technology.
– Select and integrate appropriate technology tools to create an effective learning experience.
– Identify and describe key issues (e.g., privacy, security, equity) that have been impacted by the expanding integration of technology.
Results:Both traditional and badge section participants showed significant increases in their perceived abilities.
Post Course Participant SurveyBetween group/section post course ratings of perceived abilities to:
– Describe digital literacy and explain how it impacts 21st
Century skills.– Access, retrieve, annotate, and properly cite research articles.– Plan and develop an individualized learning module that
effectively integrates technology.– Select and integrate appropriate technology tools to create an
effective learning experience.– Identify and describe key issues (e.g., privacy, security, equity)
that have been impacted by the expanding integration of technology.
Results:Cross section comparison on the post survey reported significantly higher perception scores for those in the badge section.
Project Grades
• Digital Literacy• Information Literacy• Web 2.0• Video Production• Individualized Instruction• Web Portfolio
Results:Cross group comparison, no significant differences in grades for all projects except Video Production.Traditional section participants scored significantly higher for the Video Production Project.
Focus groups
• Bunched due dates – procrastination and then panic
• Badge point values not consistent with demands of the badge
• Difficult to offer correct amount of needed support within badges
• Feedback needs to be timely and directly relevant to content
Spring 2015 – Lessons Learned
• Overwhelming feelings better, but not gone
– Desire for due dates – conflict with mastery learning
• Timely, content related feedback essential
• Number of badge challenges is overwhelming –just too many
Fall 2015 – 2nd Evolution
• Badge reconfiguration
– More comprehensive, less basic badges
EDCI 270 Badges
Fall 2015 – 2nd Evolution
• Badge reconfiguration
– More comprehensive, less basic badges
• Mastery learning vs. due dates
– Set “final feedback” due date, then one final revision prior to specific date
• Feedback rubrics
Boise State: Chris Haskell
Follow the link below to watch Chris describe what he’s done at Boise
State.
http://youtu.be/1bCZkhdrn0k
Chris Haskell & Lisa Dawley designed 3DGamelab
3DGLFully GAME-BASED LMS
• QUESTS• Experience Points• Badges, Achievements,
and Awards• Student choice/paced• Mastery Approach
BRANCHING Curriculum | EDTECH202
HIERARCHYReward Structures
BADGES represent
collections of quests which describe learner experience.
ACHIEVEMENTSdescribe system behaviors
AWARDS show/reward
additional learning, and serve to create BRANCHEDstructures in the path.
SPECIALIZED CURRICULUM
Mastermind – 43%Achiever – 23%Conqueror – 20%Socializer – 10%Seeker – 3%Survivor – 0%Daredevil – 0%
MASTERY
QUEST submission
details are the same for each student.
EVIDENCE is given
through the system.
APPROVAL of quests
happens when ALL conditions are met. AWARDS can be given to recognize additional value.
Haskell, C. & Krebs, W. (2014) Patterns and journeys in quest-based learning. Virtual World Best Practices in Education.
RATE of Progress – 3 patterns
ROCKETS do everything as soon as possible. They are consumers of
curriculum.
STEADIES progress in a linear fashion, working on a few things at a time.
JUST IN TIMERS JITers do ,most things at the last minute.
Winning condition
JUST ENOUGH Some were satisfied with a lower grade than an A, and
stopped.
MOVED ON Some decided the course was not for them, and left early.
OVERACHIEVER But most people earned an ‘A;, and some were over
achievers and kept questing even after they had the A locked down. To get an A we
needed 2,000 points. Some made it to 3,000! I had to change the scale of the graph
twice!
Winning condition
COMPLETION– 3 patterns
QBL/Badges Whitepaper Attractive Quest/Badge Design
Links to Badge Research
BYU: Dan Randall & Rick West
Marrying Formal and Informal Learning Through Open Badges
Grateful acknowledgement of the team!
Google Sites
PersonalTech
Choice1
Choice2
Choice3
Student selected Internet Communication Technology
Student selected Multimedia Technology
Student selectedPersonal Technologies
AdditionalConcepts
MobileLearn
Internet Safety
Copy right
iMovie
Lower level badges are not issued for these projects
Project level badge not issued for these
additional concepts
Educational Technology
Course Level Badge
Project Level Badge
Lower Level Badges
Badge Creating TeamNicole Westenskow,English teachingiBooks Author, Storybird
IPT grad student, B.S. in PsychologyUbersense
IPT grad studentInitial IPTEdTecwebsite
Danielle MartinHealth EducationFitness Tracking, Virtual Chemlab
Janelle Frossard,English teachingSocial networking/bookmarking, Google Earth, iMovie, Moviemaking, Blogger, Google Sites
Jerika NewittPhysics Teaching5 Logger Pro badges, Physion
Emily GoatesScience TeachingBotany Research AssistantPlant Diversity TABiodigital Human
Ben MitchellSocial Science teachingComputer lab assistant, History TAEdPuzzle, Classcraft
Chauncey RogersHistory teachingInteractive Timelines
Student Perception of Badges: An Evaluation
• Selected four former preservice teachers– Used extreme (or deviant) case sampling (Patton, 1990) to
capture full spectrum of student perceptions.
– Selection was based on post-course survey data (2013-15).
• Asked students – “Are badges working?”
– “What future potential do they have for you?”
What’s Working
• Learner self-confidence increased (having earned a badge).
• Natural inclination to earn higher-level badges.
• Students appreciated having more than a report card to prove proficiency.
• Badges stand out on a resumé.
• Badges serve as unique talking points for school interviews.
Self Confidence ▲
“People who earned badges were masters of technology.”
—Jessica
Higher Achievement
“I’ve even thought about going back to Dr. West [now that the class is over] and seeing if I can upgrade my badges to the next level.” —J.
Physical Proof of Competency
“So rather than me saying I'm good at Prezi or I can do a poll! Someone else can attest that I can do those things in a classroom setting.”
—Johanna
Resumé Booster
“My professor was reviewing my resumé, and he was like, what are badges? Why is this on your resumé? And then I explained it and he was like, that's really cool!” —Johanna
Technical Skills
– Languages:• English, Spanish & Portuguese.
– Earned IP&TEDTEC Badges:• Audacity, Prezi, Poll Everywhere,
iMovie, Internet communications
– Adobe CS4–CS6 Suites:• Photoshop, Illustrator, InDesign
Unique Job Interview Talking Point
“You need to have a distinguishing talking point in your job interview. Badges can do that. You can say, here’s all the cool stuff that I have. You want me.”
—Dalen
1. Any better than traditional rubrics?2. A badge website, in addition to normal class assignments, caused confusion.3. Most learners selected the easiest badges to fulfill course requirements.4. People (principals) outside of the class didn’t know/appreciate badges and their rigor.
What’s Not Working
Please, Make It A Thing!
• “Hopefully—eventually—people will know what [Badges] are. As for right now, maybe not, but I can explain it until it catches on. [Dr. West] talked about badges like they were going to be a thing. And I really hope it is, so when I go to apply for a job, they'll be like, oh, you have badges; that's cool!” —Joanna
We’ll Wait ‘Till It’s a Thing…
• “Badges just aren't there yet. If you could get it to the point where it was something that administrators were asking for, or if people knew about badges in the professional community, then I could see them being useful.” —Lindsey
• “There's no place on a teaching application that says, hey, what badges do you have? So until then, it's going to be hard for me to be, like, yes, I really do need badges.” —Dalen
• “On the first day, I remember our instructor saying that we're hoping that this becomes something in the future. So since it wasn't really established yet, I was like, I don't really care.” —Jessica
Badges = Professional Development?
• “If there were breakout session at conferences where badges were taught and graded, I'd do it.” —Lindsey
• “If it counted toward my PD hours, I would definitely be more motivated to earn badges.” —Joanna
• “That would be great! Some teachers at PD meetings don’t even know how to use computers…[implying a waste of his time.]” —Dalen
• “Traditional PD is just a bunch of people chatting and no one actually learns anything. So if I had a choice to earn a badge or attend a professional development meeting, I'd much rather earn a badge; I might be able to actually use it in my classroom.” —Jessica
New Website
• Roles: Earner, Reviewer, Issuer, Administrator
• Better management of badges, reviewers, and reviewing assignments
• Easier to browse and search for badges
• Capability to have multiple issuers
• Reviewer/Earner Profiles
• Better tracking of analytics
New Directions
• Challenge: Providing more credits without hindering graduation
• Badges are the criteria; classes are labs designed to support
• Multiple options (face to face/online) for earning
• Challenge: Make badges respectable• Could like-minded institutions collaborate to endorse
badges, lending credibility?
• Challenge: Scale beyond preservice• Partner with DOEs, schools, and professional
development?
Davies, R., Randall, D., & West, R. E. (2015). Using Open Badges to Certify
Practicing Evaluators. American Journal of Evaluation, 36(2), 151–163.
doi:10.1177/1098214014565505
Available Now!
Recent Articles
West, R. E., & Randall, D. L. (in-press). The Case for Rigor in Badges. In L.
Muilenburg & Z. Berge (Eds.), Digital Badges in Education: Trends,
Issues, and Cases. Routledge.
Coming Soon!
Questions?
Please Feel Free to Contact Us
Thank You
Rick [email protected]
Chris [email protected]
Dan Randall [email protected]