1

Learning Recognition Networks: Credentialing 3.0?

(COMPETENCIES IN CONTEXTS)Daniel T. HickeyProfessor and Program CoordinatorLearning Sciences ProgramDirector, Participatory Assessment LabIndiana University

2

3

Why Badges?• Badges contain specific claims of competency, achievement,

completion, etc.• Badges can contain evidence supporting those claims.

– The optional evidence field can contain links to additional evidence (e.g., artifacts) supporting those claims

• These claims and evidence can readily circulate in social networks, email, etc.– Thus they gain additional information including endorsements and

(potential) rejection.– Thus they can help potential earners find opportunities.

• Badges are interoperable and extensible.– Earners can curate and annotate their collections.– OBI Badges should be displayable in all future platforms

4

5

Three Functions-------------------

6

The Promise of ePortfolios• Puts learners in charge of learning and displaying• ePortfolios are the “common denominator” in the move

from teaching to learning– Abundance of knowledge– Knowledge is rapidly changing– Economy that demands documented competency– Dismal evidence of learning from legacy methods– Changing nature of college students

• Complements other trends in higher education– CBE, SRL, authentic assessment, personalization, self-pacing,

service learning, etc.

7

Challenges for ePortfolios

8

9

Why Add Badges to ePortfolios?• Allow credit outside of formal credential context

– Give credit for things that are hard to grade• Can provide additional useful information

– Specific claims and detailed evidence – Context in which content was created– Standardize the inclusion of additional information without cluttering

eportfolios• May simplify the process of defining competencies• May offload summative credentialing functions

– Allows more formative and transformative functions• Can connect eportfolio content to competencies and grades

– Learners stack badge URLs in maps or gradebook• Can increase value of portfolio content by circulating independently

10

Claimsand

Evidence

Three Functions-------------------

11

Badges as Boundary Objects• Boundary objects are particular kinds

of contextual and cultural tools (Star and Grisimer, 1989)– “both plastic enough to adapt to local

needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites.

– “weakly structured in common use, and become strongly structured in individual-site use.

– “They may be abstract or concrete. They have different meanings in different social worlds but their structure is common enough to more than one world to make them recognizable, a means of translation.”

12

Credentials that Cross Boundaries(Moss, Girard, & Haniford, 2006)

• Dimensions where evidence crosses boundaries:1. Types of evidence (artifacts vs. scores)2. Explicitness of evidence (systematic?)3. Extent to which actors from the local context are

available in the new context4. Comprehensiveness of representation of local

context (foreground vs. background)5. The interpretive norms and routines that accompany

the evidence6. Roles of local and external actors in shaping

representations of practice.

14

• Students work and interact publically in eportfolios– Including curricular and co-curricular work– Artifacts are shared, discussed and endorsed.

• Students earn badges for the work– Evidence of the full range of competencies – Badges contain information about learning contexts– Competencies are shared, discussed, and endorsed

• Students “stack” badges into competency maps or gradebooks by simply pasting URLs– Instructors assign grades and private feedback– Information is FERPA-protected– Same badge can be in multiple gradebooks and/or competency maps

The Ultimate Synergy:Badges + Portfolios + Competencies

17

Current Status of Open Badges in ePortfolios

Integration

Integration w/employer search

LRN in development

Integration

Open Badge Factory default

Tutors issue Credley Badges

Badges in development

“Interested”

+

+

+

• Badges as conversation• Initial partner with

Credly• ePortfolio and

Badge integration

19

• MyMantl announced in August 2016• “ePortfolio 3.0”• First “Learning

Recognition Network”

• Issue badges with Pearson’s Acclaim• Focus on assessment and student showcasing

authentic projects• Badge and ePortfolio integration in development• Major developments with edTPA

• Maraha v1604• Open Badge Factory plugin for Mahara• Badges can be displayed but not issued• Enables display of badges already in

Mozilla backpack and other custom badge platforms.

• Tutors issue badges through Credly; PebblePad connects to repository directly for access and to use within portfolios.

• Enabling learners to tell their own compelling stories

• Provide support and tools through reflections, ePortfolio, and badges

• Focus on authentic assessment of learning outcomes• ePortfolios for deeper, reflective learning with institutional plans• Interested in the potential value of badges• Investing in EdTPA

24

• Numerous LRN features• Employer-focused–Widely used in California in vocational education

• Badges issued using Credley• Displaced Chalk & Wire in at least one

system– Open competition is healthy!

27

Dan: “Can you say a bit more about what you did to gain this badge? Was it in a class?”Luis: “The first thing you must do is to enroll in one of the classes that offers a specific badge. Let’s take HIPPA for example. The classwork consists of modules/lesson plans that focuses in understanding the complexity of what HIPPA entails, its functions, legal aspects, and practical applications in a healthcare setting. Each module comes with an exam to assess the student’s understanding of the material. Once the student satisfies a score of 70% or more in all exams, they will be eligible for the Comprehensive Competency Exam. Upon completion of the competency exam with a score of 80% or more, the student will earn a badge for the competency; in this case HIPPA”

Dan: “Do you think you can navigate HIPAA in a university research context with children?”Luis: “In a research based environment, assessing a variable of study requires subjects, which they consent their trust and time in the study. This must be valued ethically and with utmost care because personal information should be confidential due to legal aspects. Having training about HIPPA establishes knowing its regulations to avoid any legal issues involved with Tort Laws. Overall, health care providers are respecting patients, in this case the university research context on children and their caretakers. The main goal is to provide a service in the patient’s best interest. Therefore, confidentiality is important in almost all work forces and to understand its implications are imperative in any working environment specially in the medical field and research based ”

41

Open Badges 2.0 for Competencies in Context

• Validated third party endorsement adds value– Endorse badge before it is issued (i.e.,

BadgeClass).– Endorse badge after it is issued (i.e., Assertion).– Issuer can endorse the endorser of assertion.

• Linked data will make badges more discoverable

42

1. LACCD (“Issuer”) establishes a HIPPA curriculum and Digital Expert badge (BadgeClass)

2. The Electronic Freedom Foundation endorses BadgeClass (“Endorsing Organization”)

3. LACCD endorses all EFF officers to endorse BadgeClass (“Endorsing Individuals”)

4. Luis completes Digital Expert curriculum and ePortfolio and earns Expert badge (“Assertion Issued”)

5. EFF officer examines claims and evidence in badges and asks a question that Luis answers.

6. EFF officer endorses the badge (“Endorses Assertion”)

Digital Expert

Digital Expert

EFF Endorsed

Digital Expert

EFF EndorsedLuis LopezOctober 20, 2016

Digital Expert

EFF EndorsedLuis LopezOctober 20, 2016 Rob McShane

Digital Expert

43

Next Steps

• Work with the Open Badges Community Council

• Finalize 2.0 Open Badges Specifications• Build new features into badging platforms• Define new models of practice for 2.0 features• Support continued development of Learning

Recognition Networks across platforms