implementing open badges in three preservice teacher education programs 2015

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Boise State Timothy Newby Purdue University Daniel L. Randall Richard E. West Brigham Young University BYU Purdue Implementing Open Badges in Three Preservice Teacher Education Programs: Challenges, Lessons, and Opportunities Chris Haskell Boise State University AECT 2015

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Page 1: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 2: Implementing Open Badges in Three Preservice Teacher Education Programs 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 -

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Khan Academy Badges (not Open!)

Retrieved from https://www.khanacademy.org/badgeson 11/30/13.

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Open Badges

Open Badges

Same Affordances as Digital Badges, Plus: - Uses Open Badge Infrastructure (OBI)- Display badges via web- Metadata (Criteria and Evidence links)

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Open Badge Metadata

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Mozilla Backpack

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Backpack Collection

Multiple collections can be created.

Collections can remain private or can be made public and shared.

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Mozilla’s Vision of Credentialing

Learn and gain skills in formal and informal settings

Collect and Display Badges

New Opportunities & Lifelong Learning

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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.

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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”

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Purdue: Tim Newby

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Evolving with badges…

• Background from Fall 2014

– EDCI 270 (Intro to Ed Tech)

– Passport

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EDCI 270 Badges

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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

Page 15: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

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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?

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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.

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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.

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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.

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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

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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

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Fall 2015 – 2nd Evolution

• Badge reconfiguration

– More comprehensive, less basic badges

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EDCI 270 Badges

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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

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Boise State: Chris Haskell

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Follow the link below to watch Chris describe what he’s done at Boise

State.

http://youtu.be/1bCZkhdrn0k

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Chris Haskell & Lisa Dawley designed 3DGamelab

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3DGLFully GAME-BASED LMS

• QUESTS• Experience Points• Badges, Achievements,

and Awards• Student choice/paced• Mastery Approach

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BRANCHING Curriculum | EDTECH202

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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.

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SPECIALIZED CURRICULUM

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Mastermind – 43%Achiever – 23%Conqueror – 20%Socializer – 10%Seeker – 3%Survivor – 0%Daredevil – 0%

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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.

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Haskell, C. & Krebs, W. (2014) Patterns and journeys in quest-based learning. Virtual World Best Practices in Education.

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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

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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

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QBL/Badges Whitepaper Attractive Quest/Badge Design

Links to Badge Research

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BYU: Dan Randall & Rick West

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Marrying Formal and Informal Learning Through Open Badges

Grateful acknowledgement of the team!

Page 46: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 47: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 48: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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?”

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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.

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Self Confidence ▲

“People who earned badges were masters of technology.”

—Jessica

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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.

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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

Page 53: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 54: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 55: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 56: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 57: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 58: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

Page 59: Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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

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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?

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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!